Uses a Group Embedded Figures Test (GEFT) as an indicator of field-independency in an investigation with college graduate students. Results reveal that GEFT scores were not affected by the treatment of 18 hours of instruction in Science Curriculum Improvement Study (SCIS) materials or by pretesting effects. (CP)

Integrated quantitatively the collective research dealing with the effects of the Intermediate Science Curriculum Study (ISCS) on student performance and attitude. The weighted mean effect size was 0.09, indicating that the performance of ISCS students was 0.09 standard deviations about the performance of students in traditional science courses.…

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)

A battery of tests was administered to three groups of high school students who studied the Israel Biological Sciences Curriculum Study (BSCS) Adaptation Program for several years. Compared with non-BSCS students, the progress of the BSCS students in biological knowledge, inquiry skills, and understanding of science demonstrates the feasibility of…

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)

The study investigates the usefulness of teaching science courses that have a commonality of subject matter and a sequential patterning of operations. Introductory Physical Science (IPS) and CHEM Study courses were compared. The results indicated IPS is a useful background for CHEM Study. (BR)

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)

Explores the use of free sort methodology to compare BSCS student and teacher understanding of the BSCS conceptual framework. Results support the idea that teachers who have better understanding of the BSCS conceptual framework, as shown by their sort patterns, may impart this understanding more effectively to students. (CS)

Reports that teachers exhibit a stable degree of persistence in utilizing selected elementary and secondary NSF science curricula in the western United States. Differences between teachers trained in the NSF curricula and a control sample indicate that elementary workshop participants tended to utilize NSF-sponsored curricula longer than did…

Achievement scores of Israeli high school students using Biological Sciences Curriculum Study (BSCS) materials were shown to be significantly higher than those for students using another curriculum. (MLH)

Conclusions include that, between Intermediate Science Curriculum Study (ISCS) courses and non-ISCS courses, there is no difference between the students' perception of both classroom activities and teacher personality traits. (MLH)

Discusses formative evaluation (those evaluation activities carried out while a curriculum is still being developed) and relates this to the development of the Individualized Science (IS) program at the University of Pittsburgh. (PEB)

This study was designed to see if objectives accompanying test items increased cognitive learning. The results indicate that objectives accompanying pretest items facilitate student study and preparation for posttests, but objectives accompanying posttest items inhibited performance. (BR)