The Science Curriculum Improvement Study program is meeting its own objectives. There were significant differences between cognitive performance of SCIS and control classes related to materials studied. (AL)

There were no significant differences in achievement between students using an earth science laboratory block with or without teacher direction. (AL)

Reports a significant correlation between environmental knowledge and environmental attitude, and significant differences between BSCS (Biology Sciences Curriculum Study) and nonbiology students' ecology comprehension and environmental attitudes. (CP)

Reports on the development and use of an open-ended assessment instrument to determine elementary school teachers' reasons for not teaching science. These reasons were hypothesized to be related to Katz's functions: (1) utilitarian; (2) knowledge; (3) value-expressive; and (4) ego-defensive. In the sample of 449 teachers, 20 per cent of the sample…

Compared is an inquiry-oriented Biological Sciences Curriculum Study (BSCS) style laboratory approach with a more directive traditional approach on student outcomes in the cognitive and affective domains of learning. Differences in science achievement, reasoning ability, attitude, and stages of development are discussed. (KR)

Surveyed teachers' perceptions of the SCIS-II elementary science program. Results indicate that grades K-2 teachers rated the program more positively than grades 3-6 teachers. Teachers who rated the program higher perceived fewer barriers to effectively utilizing the program. Teachers rated the program higher for developing social skills and…