Illustrates the modifications needed to use Bloom's Taxonomy of Educational Objectives'' in providing cognitive level profiles of curriculum materials by reference to an elementary science project. Modifications take account of alternate teaching strategies and student background. (AL)

Describes the use of a coding form to classify the type of teacher concerns expressed to consultants assisting in the implementation of a science program. Shows that the utilization of consultants differs depending on the emphasis on in-class consulting. (AL)

Describes development of tests of student progress and instructional efficiency for 12 Science Curriculum Improvement Study (SCIS) units by the Fayette County (Kentucky) schools. Separate tests for each unit (grades one to six) were developed and a subset of items for each major part of a unit were identified. (JN)

Describes the Individualized Science" program being developed as part of the Individually Prescribed Instruction program of the University of Pittsburgh Learning Research and Development Center. The use planned for mainstream" and alternative pathways" is described and illustrated by examples of units. (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)

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)

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 evaluative data obtained during the Colorado Elementary Science Project which used elementary teachers to provide inservice training for other teachers after intensive experience with one of the national elementary science projects. Makes recommendations for implementation and change of this diffusion model. (AL)

Student outcomes were assessed by quantitatively combining results of 57 reported evaluations of three major curriculum programs in elementary school science. Thirty-two percent of the comparisons were statistically significant, favoring activity-based programs; six percent favored control groups. (DH)

Describes the units of a science program for educable mentally handicapped students developed by the Biological Sciences Curriculum Study Project and the role of the teacher during implementation of the program. (EB)

Examines whether elementary school children's cognitive achievement in science process skills increases significantly because of teacher training in the Individualized Science (IS) materials. Investigates the effects of teacher training in the IS materials on teachers' attitudes and skill achievement. (GA)

Focuses on the relationships of the teacher's affective attributes, concerning both interest and attitude, and measures of teaching behaviors of elementary grade preservice teachers (N=148) consistent with instructional methodology of the SCIS curriculum. Results include a confirmation that a field-oriented treatment yields significant changes in…

Presents the Nuffield Junior Science Project (NJSP), an elementary science program developed in the United Kingdom. Some learning activities that are contained in Nuffield Junior Science Teacher's Guide I are described. (HM)

Reviews the Crustal Evolution Project (CEEP) for the development and evaluation of geology materials to supplement existing science curricula. (SL)