This booklet, one of a series developed by the Frederick County Board of Education, Frederick, Maryland, provides an instruction module for an individualized or flexible approach to 7th, 8th, and 9th grade science teaching. Subjects and activities in this series of booklets are designed to supplement a basic curriculum or to form a total…

This booklet, one of a series developed by the Frederick County Board of Education, Frederick, Maryland, provides an instruction module for an individualized or flexible approach to 7th, 8th, and 9th grade science teaching. Subjects and activities in this series of booklets are designed to supplement a basic curriculum or to form a total…

Analyzes the performance of the Electronic Task (ET), to test for combinatorial reasoning, over a broad range of subject ages and abilities in order to evaluate it as a substitute for the original Chemical Task (CT). (GA)

This study successfully replicated and extended previous research on cognitive preferences of talented high school students, using the Science Cognitive Preference Inventory (SCPI). Four modes of cognitive preference were interpreted: (1) factual information or recall; (2) principles; (3) questioning; and (4) practical applications. (CP)

This article reports on the third National Assessment of Educational Progress in science. The sample included a total of 80,000 students, 9, 13, or 17 years of age. The report assessed learning in biology, physical science, and earth science according to sex, race, region, and age. (BB) Aspect of National Assessment (NAEP) dealt with in this…

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

Four items are described briefly: a program which combines home economics and science to teach living skills to ninth graders; a program which uses rewards as compensation for achievement; the correlation between low achievement and low income; and the problems faced by "guestworker children" (children of foreign workers) in Germany. (KC)

Presents task analysis of the laboratory inquiries of the BSCS Yellow Version. Three important deficiencies are identified: (1) Students do not identify and formulate problems; (2) Students get little chance to conduct investigations; and (3) Post-laboratory discussions are not indicated. (MA)

Reviews nearly 100 studies concerning the process of concept formation in adolescent science students. (CP)

Reports a significant correlation between environmental knowledge and environmental attitude, and significant differences between BSCS (Biology Sciences Curriculum Study) and nonbiology students' ecology comprehension and environmental attitudes. (CP)

Describes four science attitude scales which have been developed and validated in Australian schools. The scales have satisfactory internal consistency, discriminant validity and economy--each consisting of only six to eight items. In previous use, boys exhibited significantly higher attitudes in three of four instruments. (CP)

Describes a method which has proven highly effective in providing early motivation of potential engineering students. (SL)

Investigates the relationship between science interest and process achievement for seventh, eighth and ninth graders. Results reveal that: (1) science interests are significant predictors of process achievement for only ninth-graders; and (2) science interest scores decrease significantly from pre to posttest across grade levels. (HM)

Investigates the effect of The Individualized Science (IS) program on sixth and eighth graders' perception of locus of control. Findings suggest that the structure of the environment can affect the perception of locus of control. (HM)

Discusses the advantages and disadvantages of incorporating field projects into secondary level earth science courses. (SL)