Alerts teachers, science-test writers and other relevant persons to the problem of distorted concepts which might arise from careless and/or irresponsible usage of the language of science. Provides examples of semantic problems in writings related to the concepts of adaptation and evolution. (GS)

Deals with some of the findings regarding "understanding of science" obtained within the framework of the Israeli Biological Sciences Curriculum Study-adaptation project. Identifies some of the difficulties associated with assessing student achievement in understanding the nature of science. (JR)

Considered the development of Agro-Biology, designed to generate a scientific image of modern agriculture. (Author/RK)

Study was conducted to find out preferences of Biological Sciences Curriculum Study (BSCS) and non-BSCS students for outdoor and indoor activities. Test was used consisting of 20 pairs of equivalent non-school activities. Data revealed no significant difference in preferences of BSCS and non-BSCS students. (PS)

Teachers' rankings of the importance of science teaching objectives in the cognitive domain was compatible with BSCS objectives but gave a low ranking to attitudinal objectives. Major differences were identified between the teachers' expressed rankings and those perceived by their pupils. The pupils' estimate of the importance of objectives was…

Presents the procedures, results, and conclusions of a study designed to determine the development of the intellectual skills needed for understanding of the nature of scientific enquiry by BSCS pupils in Israel. (LC)

Reports the results of a study conducted at the Israeli Science Teaching Center, Hebrew University of Jerusalem, which attempted to correlate the Teacher's Image'' with actual student achievement in science. (JR)

Describes the rationale, construction, administration, and analysis of an externally set examination for BSCS students at the end of the twelfth grade. Three areas covered in the examination were: functional information, identification and application of principles, and contributory mode understanding of the principles of biological enquiry.…

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)

Three examples of biology/social science interfaces, including bioethics and the concept of "dangerous knowledge," biology as political science, and sociobiology, are discussed. The necessity for redirecting the education of teachers in order to alter their priorities in teaching these "hidden ideologies" in the high school…

This article describes a study of the stability of the educational objectives and expectations of secondary Israeli biology teachers using BSCS materials over a six year period. The study attempts to determine whether or not the "Hawthorne effect" (the effect of the awareness of experimental subjects, that they are experimental subjects)…

Presents excerpts from a teacher's manual which describes laboratory activities in genetics for advanced secondary school biology students. Maximized are the pedagogical aspects in choosing activities, arriving at intermediate decision-points, and planning the evaluation of pupil achievement. (CS)

Respondents' awareness of the problems involved with using anthropomorphic statements in secondary biology instruction was acute in the science education group, but progressively less so with the teachers, the scientists, and the prospective teachers. It was recommended that all persons connected with science teaching become more aware of the…