Reported is a comparative study evaluating the effectiveness of an experimental teacher education program in developing knowledge of the processes of science and changing instructional decision behavior with preservice and inservice elementary school teachers. In general the program was successful with both groups, and it was concluded that…

Nineteen beginning preservice science teachers were randomly assigned to one of the following treatments given in the first two weeks of the semester: a) training in interaction analysis (a modification of Hall's instrument for the analysis of science teaching; b) training in conducting and interpreting Piaget-type interviews; and c) a control…

A 2 x 2 factorial design was used to investigate the effect on teaching competencies (measured by applying the Instrument for the Analysis of Science Teaching, the Classroom Observation Rating Form, and the Teacher Performance Competencies Scale to videotapes of subjects teaching in one-to-one or one-to-two situations), and attitudes (measured by…

This paper contains the report of an investigation to determine what relationships existed between teacher competencies in science mastered via a televised inservice program (LIFT OFF!) and teachers' science-related attitudes, past experiences, and use of a science program (Science - A Process Approach). Evidence was obtained from the number of…

The Block Program is a 1-year, 30 semester-hour elementary teacher education program with emphasis on science and mathematics. It alternates classroom experiences at increasing levels of responsibility with methods courses in time segments ranging from 1 to 9 weeks. During the classroom experience segments, students spend the entire day in the…

The leadership conference described was based on the assumption that a change agent will be most effective if he has knowledge of the change desired, competence in interacting with people, and a personal commitment to implementing the change. A 1-day pre-conference session was held in April, and the 3-week conference with twelve participants was…

Presented are guidelines which describe goals for doctoral programs in science education. These guidelines are intended to replace a set adopted in 1966 by the Association for the Education of Teachers in Science (AETS). (PEB)

Presents the procedures, findings, and conclusions of a study designed to determine the relationship between (1) achievement of specific teaching competencies, (2) change in attitude and the type of treatment such as type of practice, grade level, and feedback. Subjects were 31 pre-service students enrolled in the science methods course in…

This paper reports on an instructional program based on the assumption that behavioral change on the part of the student will be most effective when it is both intentional and insightful. Changes on the part of the students which are clearly specified before instruction and which are the explicit objectives of the instruction are described as…

Presents the procedures, results, and conclusions of a study to determine what factors contribute to the greatest attitudinal change in science teachers as a result of a teacher education program. Subjects were 60 elementary school teachers who taught Science - A Process Approach. Positive changes in attitudes were found in those teachers (1) who…

The population for which this instructional program has been found to be effective includes preservice and inservice elementary teachers who teach science. At the end of this instructional module, the participants should be able to: (1) given a set of data and a set of statements about the data, distinguish between those statements of fact and…

This is one of several papers issued in cooperation with the National Association for Research in Science Teaching to analyze and synthesize research related to the teaching and learning of science completed over a two-year period. The majority of studies reviewed are unpublished doctoral dissertations. The research reviewed is grouped according…

The main purpose of this self-pacing instructional module is to help preservice or inservice teachers acquire skills in designing instructional activities in elementary school science and mathematics. The format follows, generally, that of "Science - A Process Approach". Thus, there are activities which are designed to help the participant gain…