Science education at the Basic School (Primary and Junior High School) serves as the foundation upon which higher levels of science education are pivoted. This ethnographic study sought to investigate the teaching of Integrated Science at the Junior High School (JHS) level in the classrooms of two science teachers in two schools of differing…

Behaviors described by the instrument were grouped into categories related to developing text material, pre-lab, laboratory, and post-lab discussion. Judges' ratings were used to select behaviors which could be designated as (1) consistent with ESCP, (2) neutral, or (3) inconsistent with ESCP. Classroom observations based on the instrument were…

Investigated were whether differences exist in the verbal behavior of effective and less effective secondary school biology teachers. From a population of 29 biology teachers a sample of five effective and five less effective biology teachers was selected. Effectiveness was determined by a teacher's combined score on the Teacher Rating Scale,…

The purpose of this study was to describe and exemplify a model to aid schools in introducing and evaluating new instructional programs. Four basic steps are identified: selecting the curriculum goals, identifying a possible program or programs, evaluating the implementation of the program or programs, and developing and obtaining instruments for…

This study compared two groups of high school biology students with respect to laboratory achievement, learning climate, and laboratory behavior on the part of both students and teachers. A cell physiology and nutrition unit containing ten exercises was utilized by five randomly assigned teachers (86 students) in an open-inductive method and by…

The Flanders system of Interaction Analysis is used to determine whether a teacher is indirect or direct in his approach to motivation and control in the classroom. The system describes, rather than evaluates, teacher behaviors in the order in which they occur, in any subject at any level. It does not, however, include nonverbal behaviors and…

The effects of certain teaching methods upon the development of critical thinking skills, an understanding of science and scientists, and knowledge of subject matter were investigated. An analysis of covariance and rank correlation between teacher behavior patterns and particular student outcomes on the "Watson-Glaser Critical Thinking…

A 12-category instrument was developed for describing verbal interaction among students working in small groups in the biology laboratory. Seventy-five student laboratory groups were tape recorded. Data were collected while the students worked on two different laboratory activities, and group laboratory reports were collected at the end of each…

The aim of this study was to develop an instructional model for use with Biological Sciences Curriculum Study single-topic films which included clear identification and use of the rationale and expected behavioral outcomes of these films. New guides were written for some of the films, and a procedure was developed for observing and recording…

This study examines the relationship between two measures of inquiry-verbal communication: The Science Classroom Activities Checklist (SCAC) and a modified form of the Parakh System of Interaction Analysis. The sample for this study consisted of ten randomly selected classrooms: three ninth-grade general science classrooms, six ninth-grade earth…

A category system was developed to describe verbal and non-verbal classroom behavior of junior high school science students. The category system contained two major sections: communicative (symbolic) behavior and non-communicative (non-symbolic) behavior. The instrument was used in conjunction with a teacher behavior category system (developed in…

A category system was developed for describing the classroom behavior of earth science teachers. Video tape recordings were made of a random sample of 16 junior high school science teachers in Franklin County, Ohio. Classification of behaviors resulted in four major dimensions: Content Development, Management, Facilitating, and Classroom Climate.…

The effects of the type of earth science course (Earth Science Curriculum Project (ESCP) and non-ESCP), the directness or indirectness of teacher-pupil interaction in various teaching activities (I/D ratio), and the teacher's philosophical orientation (T/NT ratio) on various student outcomes such as understanding of science and scientists;…

The purpose of the 1968-69 investigation was to determine the applicability of a curriculum evaluation model to investigate high school students' achievement in three physics courses (traditional physics, Physical Science Study Curriculum, and Harvard Project Physics). Three tests were used to measure student progress: The Dunning-Abeles Physics…