An experiential science program, such as a summer course at a field station, requires unique assessment tools. Traditional assessment via a pencil-and-paper exam cannot capture the essential skills and concepts learned at a summer field station. Therefore, the authors developed a pre- and postcourse image-based analysis to evaluate student…

Describes the advantage of what the author calls an individualized-inquiry approach to the teaching of science over the typical approach used by teachers. (Editor)

With support from the Alfred P. Sloan Foundation, Siemens Foundation, and the Associated Colleges of Illinois (ACI), National Consortium for Specialized Secondary Schools of Mathematics, Science and Technology (NCSSSMST) hosted its third summer science program in June 2006 at Aurora (IL) University's Lake Geneva, Wisconsin, campus. This program…

Designed to help students develop interest in careers in the mathematical, physical, medical, biological, social, or engineering sciences, this directory lists programs which are intended to contribute to precollege students' academic development. These science training programs serve to provide talented high school students with educational…

Describes a summer research experience program for disabled undergraduates. Discussed are some results of the program. (YP)

Programs should emphasize application, stress useful work, encourage student participation in planning, cross discipline barriers, and relate to real, human, and social problems. They should accommodate differences in student interests and abilities, teacher preference, and local conditions. (DF)

Explains the nature of the Advanced Astronomy Camp (AAC), which is held at an observatory at the University of Arizona. For one week, students are immersed in doing science and engineering, using modern astronomical equipment under the guidance of scientists and graduate students. (DDR)

Describes an elective biology program offered at Lawrence High School (Kansas) that emphasizes basic field biology, ecology, conservation, camping, first aid, mountaineering, and map reading. Groups of students spend two weeks in the Rocky Mountains developing knowledge and skills in these areas. (JR)

THE OUTCOMES OF THE 1960 NATIONAL SCIENCE FOUNDATION-SPONSORED SUMMER SCIENCE TRAINING PROGRAMS (SSTP) FOR SECONDARY SCHOOL STUDENTS ARE EXAMINED THROUGH A DETERMINATION OF PARTICIPANTS' CHARACTERISTICS BEFORE, AND THEIR ACTIVITIES AFTER, PARTICIPATION IN THE PROGRAMS. THIS ANALYSIS PROVIDED A MEANS OF COMPARING PROGRAMS IN TERMS OF THE TYPES OF…

Reviews the effects of the first stage of the Better Elementary Science Teaching Project to overcome teacher isolation and help staff development. Describes the participants and features of the project. Reports the results of using telecommunication and academic achievements. Discusses implications for the project. (YP)

Describes a college program of research collaboration with high school teachers and an academic alliance that emerged from the experiences. The background, organization, achievements, and reluctance factors related to the program are discussed. (YP)

Describes an elementary school summer program designed to allow children to develop their fullest potentials for logical thinking and structuring their own knowledge. In particular, the activities of the science center are discussed. (JR)

Describes and examines the effects of the eight-week Summer Science Training Program at the University of Iowa. There was no significant differences between students who had completed high school physics and those who had not on the final course examination, course grade, and attitudes toward physics. (Author/YP)

Describes institutes and field stations available for teaching tropical marine biology. (SL)

Describes a successful two-week summer program for children in grades four through six of above average ability. Discusses the purposes and syllabus for the program. Provides a summary of a typical daily agenda and discusses events that occurred during the two-week period. (CW)