Reports on a study designed to compare the effects of two instructional treatments in which the experimental treatment emphasized self-management, goal clarification, and individualized course expectations. An increase in science locus of control was found to be significant for the experimental group. (TW)

Examines the relationship between science locus of control (SciLOC) orientation and attitudes toward teaching science among 104 preservice elementary school teachers. Path analysis of the proposed causal model accounts for 57 percent of the variance in expressed attitudes and 11 percent of the variance in SciLOC orientation. (Author/YP)

Examines the influence of both locus of control and three instructional strategies to foster an understanding of the nature of science. Reports that the nature of science was most predictable for a separate process/content/teaching methods and logical thinking ability was the best predictor of the nature of science. (Author/YP)