This qualitative study examined the perspectives of African American parents as it pertained to informal science education. The following questions guided this study: (1) What are the desires of African American parents/guardians with respect to informal science programs and experiences for their children?; (2) What happens in Jordan Academy, an…

A group of secondary science students showed significant gains, as measured by two separate instruments, in the understanding of the procedures, processes, and methods of science after participating in a six-week Secondary Science Training Program (SSTP). (MLH)

Lakatos's methodology of scientific research programs is summarized and discussed for Piagetian schools and alternative conceptions movement. Commonalities/differences between these two rival programs are presented along with fundamental assumptions, auxiliary hypotheses, and research policy. Suggests that research findings should not be merely…

The study was conducted to ascertain that the success of the Demonstration of Improved Science Curriculum for Underachieving Students (DISCUS) program was, in fact, due to the teacher preparation program. Data were collected through videotape analyses. Results indicated differences in methods of instruction and classroom atmosphere. (PS)

This evaluation was designed to investigate the cognitive and affective responses of elementary school students to the interdisciplinary, process oriented curriculum Unified Science and Mathematics for Elementary Schools (USMES). Results of the study which involved 40 USMES and 40 control classes are provided. (Author/CP)

Investigated were operative comprehension differences between 239 sixth and eighth grade pupils in activity oriented science programs and 249 students in a textbook oriented science program. Results indicated no differences among sixth graders, but activity oriented eighth graders scored higher than textbook oriented students. (SL)

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)

Investigated how the use of laboratory-oriented science curriculum materials affected the attitudes of students with reading difficulties. Both the ninth grade experimental and control classes used a six-week instructional unit on heat and temperature. (HM)

This study, conducted by the University of Southern Mississippi in cooperation with the Hattiesburg public schools, investigated the impact of activity-centered science lessons (taught by prospective elementary school teachers) on the attitudes of upper elementary (grades 4-6) children toward science. (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)

If students are expected to become interested in science as a career or hobby, they must perceive their science courses as being useful. Student perceptions of usefulness of curricula were investigated relative to two agricultural programs taught in Israeli elementary and junior high schools. (PB)

This study, conducted by the staff of Minnesota Research and Evaluation Project (MREP), reports the results of several needs assessment procedures used with teachers and principals from a random sample of 224 schools from 13 western and midwestern states. (HM)