This study explores how a biology teacher from a summer science program engaged high school students of color in a three-week science unit exploring community health at the intersection of history, race, place, and power. The goal of this study is to better understand what community-driven science looks like in a science classroom when a health…

Our longitudinal study unpacks how an informal summer science and mathematics enrichment program influenced the educational pathways of four first-generation college-bound students. Through the lens of identity-in-practice and navigations, we explore their figured worlds of science, positioning and authoring of self in science as they applied to…

Even though school administrators and their leadership practices are rarely explored within science education research, our recent efforts to understand organizational influences on achievement disparities induced an elevated regard for elementary school principals. In this paper, we report on policy buffering by principals at schools whose…

Investigates how science education students (n=265) rank some identified science education program standards and discusses their perceptions of the desirability and achievement of the standards in Nigeria. Results indicate that encouraging students to become self-directed learners and emphasizing the utilization of scientific values were…

Visits to six school districts which were identified by the National Science Teachers Association's Search for Excellence program were made during 1983 by teams of 17 researchers. Their reports were analyzed in search for common characteristics that can explain the requirements necessary for excellent science programs. These characteristics are…

Presents a detailed assessment of a summer national Science Foundation Young Scholars Program for ninth and 10th graders. Results indicate that students perceive program success (emphasis on project success) differently from teachers and program organizers. Identified six variables that must be incorporated appropriately into the design of a…

The first part of the paper describes the nature of scientific revolutions and how paradigms of scientists drive these revolutions. Against their background, the second part describes studies of the impact of paradigm-based research on the classroom. The third part speculates on the likelihood of a science teaching revolution. (Author/RE)

Investigated were factors affecting student choice of academic orientations in science in secondary schools of Israel. Selection of a physical science stream of course work was found to be related to socioeconomic background. (SL)

Examined trends in teachers' recommendations for changing elementary and junior high school science programs between 1978 and 1982. Results discussed are based on responses of British Columbia teachers- 3,040 teachers in 1978 and 1,631 in 1982, with return rates ranging from 77.5 percent to 85 percent. (JN)

Investigated were 27 elementary teachers to determine how the factors of dogmatism, attitude towards science, and congruence with new curriculum influence the adoption of new science programs. Teacher congruence with new science courses and attitudes toward science both correlated negatively with dogmatism. (SL)

Describes the Intermediate Science Curriculum Study (ISCS) instructional system and its underlying rationale, and outlines the planning and developmental procedures used to construct this individualized junior high school science program. (JR)

Reports on a study that examined the performance and science attitudes of two groups of students in a college chemistry course. One group had enrolled in high school chemistry; the other group had not. There was no difference between groups as to attitude toward chemistry or academic performance. (RT)

This study was concerned with the relationship of student achievement and teacher participation in National Science Foundation institute. Results indicated a positive effect from institute attendance; however, the significance of the effect varied by subject and grade level, and was influenced by factors outside the realm of this study. (SL)

An instructional program based on expert-novice differences in experimental problem-solving performance was taught to grade six students (N=265). Performance was assessed with multiple-choice and open-ended measures of specific transfer. Between-group comparisons using pretest scores as covariate showed treatment condition students consistently…

Examines effects of NSF institute participation by secondary teachers. Tests alternative hypotheses that (1) an increase in student achievement associated with teacher inservice work may be accompanied by more positive attitudes towards science; or (2) that teachers may increase their students' achievement at the expense of less positive science…