Described are the procedures whereby data from teachers and children may be collected in classrooms. The techniques of interaction analysis (including matrix analysis) are applied to the collection and analysis of these data. The categories applied to the classroom behaviors of teachers and students have been developed specifically for the Science…

Described are Science Curriculum Assessment Study (SCAS) techniques and instruments and how they are applied to children and teachers. SCAS is a system for monitoring changes (in children and their teachers) associated with the classroom implementation of a variety of science curricula. SCAS combines the interview techniques and theories of Jean…

Describes an experiment designed to compare different behaviors exhibited by second grade teachers and pupils using the Science - A Process Approach program to a comparison group of teachers and pupils. Includes and analysis of 12 teacher and 10 student behavioral factors. (PR)

This paper reports a study of selected examples of verbal behavior patterns in primary grade classrooms during science activities. The subjects were 32 elementary teachers within five mid-Michigan public school districts. A control group of 16 teachers taught science in the conventional manner. The experimental group received an in-depth study of…

The main purpose of the study was to describe teacher and pupil behavior during science lessons. Subjects of the investigation reported in this document were 144 first, second, and fifth grade pupils and the twelve teachers who taught these pupils. Each classroom was observed during five lessons of Science - A Process Approach. The instrument used…

The purpose of this paper is to provide a brief review and assessment of the status of research in science classroom interaction and teacher and student behavior, and to provide recommendations concerning science classroom interaction research and practice. Twenty recent science classroom behavior and interaction studies are reviewed.…

The Instrument for the Analysis of Science Teaching was used to evaluate verbal behavior of teacher trainees instructing pairs of students in each of two science concepts. The greatest differences in teacher behavior was due to differences between students, not differences in science content. (AL)

In this study, creative growth and student behavior under two measurably different sets of learning conditions were investigated. The learning conditions were defined as the physical facilities (classroom, seating arrangement, lighting, etc.), available science materials, and teacher behavior pattern (verbal and nonverbal). Fifth-grade science…

Reviewed are studies which have described classroom behavior by direct observation using various category systems. Described in detail is the Science Curriculum Assessment System for classroom interaction analysis. This is designed to monitor classroom conditions associated with elementary school science instruction. The system combines the…

Investigates the influence of treatment and the interactions between treatments and selected pupil characteristic variables, with respect to pupil achievement and preference for treatment, and examines treatment-teacher interactions. Among the findings, this study suggests that students prefer to operate in less structured modes for the medium or…

This document includes several articles and reviews related to science education. Included are the following: (1) a critical review of science classroom interaction studies; (2) a review of the meaning of, and arguments for, integrated science; (3) trends in selection of science courses in secondary schools; (4) cultural borrowing and comparative…

This study describes a workshop designed to improve elementary science instruction by encouraging teachers to discard the "spectator" mode of participation and become involved in a program designed to be compatible to the objectives and philosophy of the Science Curriculum Improvement Study (SCIS). A random sample of 224 teachers (the…