The purpose of this study was to develop and test a classroom observation system for use in training and supervising secondary school science student teachers. The instrument, the Science Interaction System (SIS), has 31 categories covering both affective and cognitive teacher behaviors. Thirteen student teachers were randomly assigned to an…

In this study a partially-developed category system was modified, and a set of categories was established for describing content instruction used in the classroom by Physical Science Study Committee (PSSC) and non-PSSC physics teachers. Seven physics teachers in the first phase of the study were videotaped to develop the instrument for recording…

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)

Analyzed were behaviors of secondary school science student teachers and their cooperating teachers. Objectives were (1) to provide data on teacher behavior by describing aspects of teacher-pupil verbal interaction, (2) to identify non-random changes in verbal behaviors of the student teacher, (3) to relate these changes to the verbal behaviors of…

Reported is a study to determine changes in classroom verbal behaviors of 23 student teachers in secondary science and the relationship of the behaviors of their respective cooperating teachers to these changes. The investigator attempted to identify the relationship between perception of the student teacher by the science students and the…

Reported is an investigation of the instructional styles of 23 earth science teachers who used the Earth Science Curriculum Project (ESCP) materials and text with eighth- or ninth-grade students. Flanders' interaction analysis system was used as a basis for the observations. The differences in teaching procedures were identified by using the…