This mixed-methods research investigated teachers' perceptions of intrinsic factors (personal attributes of the teacher) and extrinsic factors (environmental) influencing the implementation of inquiry-based science learning at township (underdeveloped urban area) high schools in South Africa. Quantitative data were collected by means of an adapted…

This position paper argues that nothing is as important in science or science education as evaluation. Five crucial ways in which evaluation enters science education are detailed and the legitimacy of evaluative knowledge is established. The specific curricular possibilities of evaluation in science education are outlined. (BT)

The author proposes that science curriculums be altered from teaching specialized subject matter and that more time be devoted to applying the disciplines to practical problems as well as imparting competencies in inquiry and values and attitudes concerning evidence and argument, certainty and uncertainty. (BR)

Physical science curriculum materials were developed for below-average students based on guidelines for science teaching. These materials were tested in three ninth and tenth grade classrooms. Results showed significant improvement in students' attitudes toward the science class and laboratory. (PS)

Evaluates five methods of implementing curriculum change in terms of cost, usage rates, satisfaction, and the Havelock model of knowledge, dissemination, and utilization. (SL)

Science education research, as well as science curriculum development, has concentrated on the intelligent student, to the unjustifiable neglect of average and below-average ability students. (AL)

Discusses formative evaluation (those evaluation activities carried out while a curriculum is still being developed) and relates this to the development of the Individualized Science (IS) program at the University of Pittsburgh. (PEB)

Investigates whether information about new National Science Foundation sponsored elementary science curricula was not being effectively communicated to the appropriate persons, thus hindering the selection and adoption of those curricula. (GA)

Indicates that a large section of general education biology students can be divided into smaller groups, each receiving different amounts and kinds of instruction, with no apparent effect on their achievement, their attitudes toward the course, or their attitudes toward science. (LS)

Indicates that teachers see a need to include scientific method in their teaching. However, facts and not the scientific method are presented on the General Certificate of Education examinations for which they must teach. (LS)

First graders who had been exposed to the Child-Structured Learning in Science curriculum (CSLS) were compared according to their achievement on a cognitive test instrument to two groups who had not had the CSLS treatment. Results revealed that a greater percentage of children in the CSLS treatment group performed on a concrete-operational level,…

Discusses research on kinetic structure, a microstructure concept (concerned with sequential organization of individual verbal statements or individual behavior acts). (PEB)

Indicates that the Nuffield Science programs had only limited success in improving scientific attitudes and interests of boys, but had marked success in improving the attitude of girls. Several tentative conclusions are stated. (LS)