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…

Investigates whether information about new National Science Foundation sponsored elementary science curricula was not being effectively communicated to the appropriate persons, thus hindering the selection and adoption of those curricula. (GA)

Describes the elementary science curriculum reform movement in the Philippines. Whereas past textbooks were adaptations of U.S. texts, the second generation textbooks are more in keeping with Philippino needs. Structure of discipline is now stressed less than society's needs. Population, conservation, health and sanitation, green revolution, and…

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

Discusses the study of house plants as a biology class activity. (SL)

Reports on the development and use of an open-ended assessment instrument to determine elementary school teachers' reasons for not teaching science. These reasons were hypothesized to be related to Katz's functions: (1) utilitarian; (2) knowledge; (3) value-expressive; and (4) ego-defensive. In the sample of 449 teachers, 20 per cent of the sample…

Scores on a 30 item Piagetian test were used to predict: (1) Subject's surname (Spanish vs. non-Spanish); (2) Subject's language (Spanish spoken at home or not spoken at home); (3) Subject's letter grade in science, and (4) Subjects score on a science test. Anglo-American subjects were found to achieve significantly higher than did…

Debates as to the appropriateness of using the Karplus Islands Puzzle as an instrument to assess formal-operational thought. (CP)

Reports results of a study attempting to ascertain the effectiveness of 30 hours of environmental education instruction on teachers' attitude towards teaching environmental education at the elementary and middle school levels. (SL)

Normal adolescents, retarded adolescents, and high ability second-graders were compared on their abilities to master high and low structure science materials. An increase of structure was found to be related to recall for all groups, but to be of particular importance for the retarded adolescents. (CP)

Control group students (receiving descriptive, non-inquiry science) and experimental group students (using Science Curriculum Improvement Study-SCIS "Interaction and Systems" materials) were later combined in grade 4 for instruction with SCIS "Subsystems and Variables" materials. Results show similar difficulties in learning…

Discusses the parameters of values clarification and of science and reviews the differences between them. Contends that values clarification is nonscience and that students should be helped to appreciate the ways nonscience is similar and dissimilar to science and the place of both in the conclusion-reaching process. (ML)

Describes how discrepant events can be employed as a viable teaching strategy. Reviews the theory of cognitive dissonance and provides examples and approaches in its resolution. Offers samples of discrepancy events and unexpected situations. (ML)

Describes two lessons for helping children learn the concept of habitat. Shows how to make habitat hand mobiles, shoe box habitats, and suggests discussions involving these materials. (CW)

Reported is a case study of science teaching in middle and upper primary school classes. The background of the schools, teachers and students, classroom observations and classroom environment are described. Exemplary classes were materials-centered and encouraged formulation and testing of predictions. Other characteristics are listed. (CW)