Investigates cumulative effects of SCIS in terms of students' attitudes. Hypothesized and supported is that students exposed to the complete SCIS program would show a greater degree of positive attitude toward science, experimenting, and the scientist than would those not exposed to SCIS. Results indicating sex differences in attitudes are…

Reports a study undertaken to determine the effect of the Science Curriculum Improvement Study (SCIS) on logical thinking. Evidence of logical thinking was measured as the ability to explain compensating variables that occurred in a cart experiment presented on silent 16 mm film. (GS)

Studied the intellectual differences between third and fourth grade Filipino children who had studied Science--A Process Approach (SAPA) and others who had studied a traditional curriculum. The SAPA children performed significantly better than the control group on a test of observing, comparing, and classifying simple geometric objects. (MLH)

Measures whether pre-school children (ages 34 to 65 months) can master concepts of the first five exercises of K-level science--A Process Approach (SAPA) within seven weeks with four lessons of 10 minutes each week. More than 90 percent of the sample of 226 achieved at the 90 percent competency level. (CP)

Questions Whether first-grade student participation in selected experimental activities from the BSCS-ESSP enhances skills in listening as measured by the Cooperative Primary Series Listening Test (CPSLT). (CS)

Describes research undertaken to determine if Science Curriculum Improvement Study (SCIS) can be instrumental in helping children either maintain or develop a positive self-concept. A total of 189 students in grades 3-6 were assigned to treatment and control groups for a period of four and one-half months. Findings did not reveal overall…

Examines how the performance of eight first-grade deaf students was modified by Science- A Process Approach. Applying Chi square analysis to individual performances showed that seven of the eight children achieved significant achievement gain. It is concluded that student learning is not dependent on language ability. (HM)

Investigates whether information about new National Science Foundation sponsored elementary science curricula was not being effectively communicated to the appropriate persons, thus hindering the selection and adoption of those curricula. (GA)

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…

This study examined whether a relationship existed between field-dependence-independence and scientific attitudes of sixth-grade students in SCIS. Findings indicated that such a relationship was not statistically significant. (Author/DS)

Reports a study of the effects of teaching the Elementary School Sciences Program (ESSP) on attitudes towards science of elementary school teachers. (SA)

The development and administration of a scientific literacy test designed to measure achievement of the objectives of the Science Curriculum Improvement Study (SCIS) project is described. Students who had completed the six year SCIS curricula were compared with those who had used other science materials. SCIS subjects scored significantly higher…

Results of 11 studies of classroom practices used with activity-based elementary science programs were combined quantitatively using a composite category system. One finding reported is that teachers trained in program use spent less time talking and more on activities than untrained teachers using the programs. (Author/JM)