There are differences between experienced BSCS biology teachers and those beginning to use BSCS, with respect to the ranking of objectives in order of importance and in the estimation of the ease of achieving the objectives. There is a disparity between the teachers' priorities and their expectations of achieving the objectives. (AL)

In a longitudinal study, third grade children using Science Curriculum Improvement Study (SCIS) materials were compared with comparable non-SCIS children. Data analysis showed SCIS children superior to non-SCIS children. (PS)

A follow-up study, completed four years following the curriculum awareness conferences on school administrators and key teachers, focuses upon the extent and success of actual implementation of the various programs of the original study. (GA)

Reports a study to determine if pre-knowledge of behavioral objectives affected students' achievement in the Intermediate Science Curriculum Study course (ISCS). Results indicated students of low science ability showed significant gain while students of high science ability did not. (EB)

Reports a study to assess the relationship between student self ratings on ten variables considered skills of self-direction and (1) success in the course, (2) level of the student in the Intermediate Science Curriculum Study program, (3) school where the student attended, and (4) sex of the student. (GS)

Investigates the effectiveness of unit seven of the MINNEMAST program in kindergarten classrooms using a pretest-posttest design. Concludes that this unit, as well as other units of MINNEMAST, would be an applicable science program in kindergarten classrooms. (HM)

Identified and ranked in this study are such teacher competencies for successful implementation of the ISIS program as: uses a variety of instructional strategies, promotes individualized instruction, provides humanistic learning environment, controls the classroom, and organizes the classroom to facilitate instruction. The appendix lists…

This study attempted to determine at what grade levels children develop the ability to combine and control variables, the effect of the elementary science program on this development, and the relationship between a child's ability to control variables and his ability to form combinations of variables. (GS)

Describes selected findings and discusses effects of an inservice program which focused on the skills and competencies of teacher participants. Factors studied include the effect of the respective ages of the participants on competency, the time of year when the program was taken, and prior knowledge of program implementation. (GS)

Investigates the relationship between science interest and process achievement for seventh, eighth and ninth graders. Results reveal that: (1) science interests are significant predictors of process achievement for only ninth-graders; and (2) science interest scores decrease significantly from pre to posttest across grade levels. (HM)

Investigates the effect of The Individualized Science (IS) program on sixth and eighth graders' perception of locus of control. Findings suggest that the structure of the environment can affect the perception of locus of control. (HM)

Investigates the differences in the improvement in communication deficiencies of selected third- and fifth-grade children who participated in a science-based remediation program and of third- and fifth-grade children who did not participate. (HM)

Presents a description of a set of data processing operations and an instrument for analyzing the teaching of data collection and manipulation. The functions and reliability of the Data Processing Observed Guide (DPOG) developed for this purpose are also included. (HM)

Ninety-three secondary school biology textbooks, identified in the appendix bibliography, were analyzed to determine the extent of emphasis of 44 topics concerned with the study of evolution. (HM)

In this paper, we take up and advance the project of rethinking "scientific literacy" by Eisenhart, Finkel, and Marion (American Educational Research Journal, 1996, 33, 261-295). As part of a project of rethinking science education, we advance three propositions. First, because society is built on division of labor, not everybody needs to know the…