The purpose of this pragmatic action research study was to explore our re-conceptualization efforts in preparing pre-service teachers to guide the inquiry process with formative assessment and subsequently use the understandings to improve our teacher preparation program. The process was guided by two questions: to what extent did course…

There exists a general consensus in the science education literature around the goal of enhancing learners' views of nature of science (NOS). An extensive body of research in the field has highlighted the effectiveness of explicit NOS instructional approaches in improving learners' NOS views. Emerging research has suggested that engaging learners…

Compares frequencies and styles of questioning strategies used in Modern Biology and Biological Science Curriculum Study--BSCS Green, BSCS Yellow and BSCS Blue secondary school biology textbooks. Findings revealed significant differences between textbooks in terms of number and type of questions used. (CP)

Utilizes a factorial design with the variables "use or non-use of Biological Sciences Curriculum Study (BSCS) inquiry slides" and "BSCS biology or non-BSCS biology." Eighteen classes of high school biology students were used in the study. Among other findings, groups using BSCS slides were found to be overall superior on…

A Biological Sciences Curriculum Study (BSCS) inquiry approach for university general biology laboratory was tested against a well-established commercial program judged to be highly directive. The BSCS was found to be more effective in learning biology laboratory concepts than the commercial program as measured by a laboratory concepts test.…

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)

In this study, worksheets were adapted from an Elementary Science Study unit, "Batteries and Bulbs," to develop an individualized set of instructional materials on electricity. Research questions were asked regarding relationships of teaching technique (individualized v conventional) to achievement and attitudes, gender, and interactions…

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)

Compares the effectiveness of an Extended Discretion (ED) laboratory approach (exercising independent judgment) to a BSCS Green Version laboratory program. Results from 10 classes taught by five teachers, each teaching one experimental and one control group, favor the ED approach on a number of measures. (Author/JN)

Consolidates information on selected matters reported in two or more separate meta-analyses reported in this issue (SE 533 494-500). Also examines the relationship between results of these meta-analyses and other work of this nature reported in other sources. Indicates high degree of consistency among results of these various meta-analyses.…

Measured the effects of three variations in the use of diagnostic-prescriptive (DP) teaching on the cognitive and affective biology achievement of high school students (N=93). Variations included: (1) no DP assistance; (2) teacher-managed DP; and (3) student-managed DP. Results favor DP approaches. (Author/JN)

Examined effects of teaching method (self-directed, group-directed, teacher-directed), academic ability, student assessment of treatment, and allowed time on achievement in three Individualized Science Instructional System (ISIS) biology minicourses. Results, among others, indicated that individualized instruction favored high-ability students and…