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This study analysed the effect of high schools' gender organization on Korean tenth-grade students' science achievements, and their attitudes towards science. The high schools involved included an all-male institution, an all-female institution, and a co-educational institution. Three schools, three principals, three science teachers, and 302 tenth-grade students from their respective school types responded to an initial survey, and eleven academically outstanding students were subsequently interviewed. Also, the students' pencil and paper tests--which included second semester midterms, and final exams containing their general science test scores--were collected from each school. The questionnaire responses and the transcribed interview sections were analysed using One-Way ANOVA, followed by Post Hoc analysis, constant comparison, and content analysis. Results indicated that the male and female students from the co-ed school had significantly higher science achievement and positive attitudes towards science. Interview transcripts of the selected students from the all-male, the all-female, and the co-ed schools confirmed the findings. Later discussion addresses the improvement of the Korean science curriculum, of learning environments, of the teachers' and students' roles in the classroom, and of education policies. (Contains 1 table.)

This study reports on the context and impact of the Communication in Science Inquiry Project (CISIP) professional development to promote teachers' and students' scientific literacy through the creation of science classroom discourse communities. The theoretical underpinnings of the professional development model are presented and key professional development activities are described. Data are provided on teachers' fidelity of implementation of the CISIP instructional strategies, their understanding of the nature of science communication, and their ability to write scientific investigation reports. Student data includes an analysis of scientific arguments and the perception of their classroom as a science classroom discourse community. Two instruments to measure fidelity of implementation are introduced; the Discourse in Inquiry Science Classrooms for classroom observations of teachers and My Science Classroom Survey to measure students' perceptions of their teachers' use of the CISIP instructional strategies in their classroom. (Contains 1 table.)

This report outlines a 2-year investigation into how secondary science teachers used professional development (PD) to build scientific classroom discourse communities (SCDCs). Observation data, teacher, student, and school demographic information were used to build a hierarchical linear model. The length of time that teachers received PD was the exclusive predictor of change over time, whereas a schools' percentage of low socioeconomic students predicted how PD concepts was initially implemented. Prior to PD teachers expressed a desire to increase opportunities for students to engage in SCDCs, but found some aspects more challenging than others to implement. Generally, there were three categories of the teachers' frequency of use of SCDC strategies: (a) "most observed" that required teachers to change their own communication, classroom management, and direct instruction; (b) "occasionally observed" that provided opportunities for greater oral and written discourse to facilitate students' meaning making of science; and (c) "least observed" that encouraged students' executive control of their learning and teachers' use of formative assessment in response to students' diverse learning needs. Teachers identified administrative support, PD strategies, and teacher collaboration as supports for implementation. However, they rated students' science knowledge, diverse language skills, and discourse abilities as the greatest barriers to implementing a SCDC.

Self-efficacy in engineering is important because individuals with low self-efficacy have lower levels of achievement and persistence in engineering majors. To examine self-efficacy among community college engineering students, an instrument to specifically measure two important aspects of engineering, tinkering and technical self-efficacy, was given to 94 students. Items on the instrument measured students' self-perception of abilities in engineering. These items were identified by members of the American Association of Engineering Education as critical to success in engineering. The items included such statements as "I can think outside the box" (Tinkering Scale), and "I can communicate ideas and concepts to others" (Technical Scale). Out of a possible 120 points, the mean score for the Technical Scale was 86.8 and 91.9 for the Tinkering Scale. Low self-efficacy was reported for items on the Tinkering Scale in trouble shooting and generating solutions to problems as well as understanding mechanisms and technical drawings. Low self-efficacy was reported for items on the Technical Scale in mathematical calculations, statistical modeling, and several areas of technical knowledge. On the Technical Scale, high self-efficacy was reported for items describing written and oral communication skills, logical and practical thinking, and tool use. High self-efficacy on the Tinkering Scale was reported for items describing persistence, curiosity about how things work, thinking outside the box and imagination, working well and building with hands, and a sense of how things work.

This study describes the effect of embedding content in the Communication in Inquiry Science Project professional development model for science and language arts teachers. The model uses four components of successful professional development (content focus, active learning, extended duration, participation by teams of teachers from the same school or grade level) and instructional strategies for inquiry, academic language development, written and oral discourse, and learning principles as components of science activities. Teachers were given a pre/post-institute genetics assessment. There was a statistically significant increase in scores for the entire sample and a statistically significant difference between science and language arts pre and post scores, with science teachers scoring higher in both cases.

A lack of qualified teachers and low enrollment in the geosciences exist at both secondary and tertiary levels in the United States. Consequently, it is unlikely that students will be able to achieve scientific literacy without an increase in both of these populations. To address these problems, we pose research questions, highlight sociocultural theories, and provide examples of other science education research as possible avenues by which to explore these related problems. We argue that such research studies are necessary to inform science education policy and advance national scientific literacy.

Discussed are the effects of a scientific literacy course on subsequent learning in a traditional biology course. Scientific literacy, Piagetian theory, schema theory, and metacognition as the framework for the development of the literacy course are discussed. (KR)

Examined the relationship of attitude toward science, spatial ability, mathematical ability, and scientific personality (measured by the Myers-Briggs Type Indicator) on the achievement of eighth-grade students (N=98). One finding noted is that males and females with science grades of C or D had the most characteristics not associated with science. (Author/JN)

A sample of 180 students was given the Personal Attributes Questionnaire. Nonscience females were more often classified as feminine, while more females in science were classified as androgenous. No difference was found in the number of biological and physical science majors classified as feminine. (MNS)

Research focused on two factors that may be influencing females in choice of careers. Factors are role-specific self-concept in science and self-perception in terms of stereotypical masculine and feminine characteristics. Logical ability and mathematics and science courses were also examined as factors in career choice. Results of data for 177 females and 179 males in Australia are reported. (RH)

Explains a study that proposed and tested how graphical representations influence what is learned and recalled from text. Results highlighted the importance of graph-focusing strategies for text learning and support the creative use of interactive computer presentation. (ML)

Examines the variables that influence females' success in science by experimenting with the outcomes of measures of formal reasoning ability. Concludes that women turn away from science for reasons that have little or nothing to do with their reasoning ability. (YP)

Investigated factors accounting for differences in numbers of men/women (N=180) at the doctoral level in science. Examined mathematical, spatial, attitudinal, and personality characteristics of male/female biology/physical science majors and nonmajors. Results (including few differences between males/females in sciences) and implications are discussed. (JM)