Determined extent to which eighth-grade students' (N=35) knowledge of concepts relevant to mineral classification influenced their ability to classify minerals and which concepts were most influential. Results showed that 58.7% of variance in correct mineral classification was accounted for by students' knowledge of relevant concepts, particularly…

Considers an aspect of children's thinking and learning: the set of beliefs or expectations they hold about the way natural phenomena occur and how they affect the sense pupils make of experiences we give them in science classes. Implications for instruction are addressed. (Author/SK)

Highlights findings of assessment studies indicating importance of emphasizing science/society theme in science/social studies curricula. Suggests linking learning experiences in science/social studies by discussing public issues related to science and fostering decision-making as a way of thinking about public issues and policies. (Author/JN)

Science educators (N=28) were asked to indicate whether 23 policy statements and 24 corresponding statements of needed research (appearing in "Crisis in Science Education") represented a critical need, a definite need or a low priority need. Statements seen as critically important by one-half or more respondents are listed and discussed.…

Briefly outlines how computers can be useful in teaching nine different subjects and in managing the central office. (JM)

Discusses three general characteristics and four criticisms of meta-analysis (statistical analysis of the summary findings of many research studies). Illustrates application of meta-analysis on research studies relating to school class size and achievement and inquiry teaching of biology. (JN)

Reviews physics curricula and instructional practices and materials (films, television, computers) at the secondary and college levels. Includes discussion of physics majors and teachers, examinations and testing, and the role of the National Science Foundation (NSF). (JN)

Suggesting, from the results of an information study, that a dichotomy exists between learning physics and passing physics courses, explores the consequences of the dichotomy for standard lecture format and Personalized System of Instruction courses. Includes discussions of student responses to problem-solving approaches, textbook study, and…

Results of considering the "at rest" condition of an object with two high school physics classes suggest three instructional factors which apparently aid in the development of students' concepts of force. Includes implications for teaching and an example of a technique fostering concept development. (Author/JN)

Thought papers, research findings, and program descriptions pertaining to science education are presented. Topics include inservice education for primary science, curriculum development, factors affecting science provision for 10- to 14-year-olds, science programs for the gifted, thinking in science lessons, and the nature of scientific knowledge.…

Models are used in everyday life and in school to predict and understand reality. In science classes, models should not be taught as absolute truths but used instead to promote reasoning. Exercises, strategies, and games are suggested to help students better learn about and use models. (DC)

Implications for learning and science instruction are discussed based on the interview-about-instances technique which identified five patterns of student (7-20 year olds) understandings of the concept of force. (SK)

Compares the effectiveness of an Extended Discretion (ED) laboratory approach (exercising independent judgment) to a BSCS Green Version laboratory program. Results from 10 classes taught by five teachers, each teaching one experimental and one control group, favor the ED approach on a number of measures. (Author/JN)

Reports long-term effects of intensive instruction in the cue attendance or hypothesis generation on open-exploration behavior of 120 ninth graders. Five dependent measures included: number of observed details; number and quality of hypotheses; and number and diversity of questions. Results suggest long-term benefits. (Author/JN)

Reported is a needs assessment conducted in 40 Massachusetts school systems to determine what elementary school science teachers perceive should comprise their inservice training. Findings suggest that programs focus on the metric system, environmental science, more science knowledge, and better science methods. (Author/SA)