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The article presents the background characteristics of the students enrolled in college physical science courses in the U.S. Examination reveals that physics science student were of great interest in the areas of social sciences, physical sciences, biology, and they were less interested in mathematics. Attitudes of students toward science were determined by the Scientific Attitude Inventory and by ten cluster scores of a semantic differential test and were used as criterion instruments. The areas of interests of students includes career plans, previous science training, and college status.

The article presents a monograph that investigated the usefulness of teaching students science courses with a common subject matter and a sequence pattern of operations. Proficiency levels of students completing an Introductory Physical Science course and those taking Chemistry courses in accomplishing the objectives, which includes performing a cycle of science activity, were determined. With the study results, the researcher concluded that the analysis may be used as an instrument to determine whether or not a pair of curricula need further investigation for logical sequential relationships. Further, it proved that the difference between the two curricula lies in the manner the objectives were achieved.

The article cites a study which compares the test scores of students from Harvard Project Physics (HPP) with students studying other physics courses. The study showed that HPP students got good scores compared to non-HPP students. In terms of the students responses in the individual items of the test, HPP students showed a full understanding of the physics course. Because of the significant difference of the results taken from of the study, a proposal was presented for the new methodology of test construction that would eventually help developers, teachers and students goal for educational development.

The article presents a study which measures the specific interests in biological, physical and earth sciences in intermediate grade levels using the Science Activities Checklist. This instrument was revised from an activities checklist and shows promise of providing science teachers with an instrument to measure interest in these sciences. It was speculated that if teachers are sincere in their efforts to foster interest in their specific science field, the instrument should help behavior objectives involving science interest.

The article presents an investigation which seeks to develop and compare teachers verbal explanation on physics problems to scientific explanation in philosophical literature. Fourteen highschool physics teachers in New York highschool are being observes while explaining a set of physics questions to their students using microteaching technique. As observed, teachers verbal frequency counts show high predominance in their lecturing behavior. In addition, teachers have use constructs as their explanatory tool. In conclusion, the researchers recommend that teachers need training on verbal strategies.

The article describes an evaluation of the science course called Physical Science for Nonscience Students, its strategy and method of implementation. The objectives of the course is to improve students' attitude toward science and to give them an understanding of the scientists' approach. In gathering the data for the evaluation of the course, it includes time series experiments, control group designs, and objective achievement. The curriculum evaluation shows that a national curriculum project in colleges and universities is due to the cooperation received from the cooperating professors and college students will cooperate in the evaluation of college programs.

The article presents a study designed to test the hypothesis that a team-learning approach to teaching college physical science is superior to the lecture approach in education in Great Britain. Team learning is based on the concept of wholistic learning, the learning of something in its entirety rather than piece by piece. The three desirable features of learning may be supplied through team learning such as adjustment to levels of ability, provision for different progress rates and special instruction for weakness in learning.

The article discusses the factors that help an individual to choose a particular scientific career. In the study, the principles of inquiry was used by examining both the individual's personality and situational factors. The hypothesis that students who scored low on the physical science scales of the strong Vocational Interest Blank, but who indicated physical science as their career choice were motivated to do so because of their other-directed characters and their perception of science as having a social substance was substantiated.

The article presents a study that examines the relationships between teachers' backgrounds, personalities, and attitudes towards physics and student learning. It concluded that teacher's effectiveness cannot be attributed to only one factor, but it involves the interaction of several teacher's characteristics. Furthermore, it was pointed out that there must be a scheme for matching teachers and students in terms of some relevant characteristics inorder to maximize the effectiveness of student-teacher interaction in the learning process.

The article presents a study that discusses physical science as a tool used in the processes of inquiry. It aims to characterize chemistry and physics in terms of the dimensions of inquiry. It was concluded that the principles of inquiry serve as a framework and as a guide for the effective study of these subjects, considering that each discipline is characterized by a significant diversity of forms, of principles, of substance procedures and of syntax. As a result, the use of data, concepts, models and theories in the study of these subjects was established.

The article focuses on an experiment model designed to give the student increased capacity for empirical investigations of physical science problems. The research supports the rationale that it is important for the student to acquire knowledge through involvement as a scientist. An expansion of standard linear curve fitting techniques was used as the experiment model. Two evaluative instruments were developed including a performance test of the behaviors required in the model and a fact-recall test specific to the written materials. A total of 262 junior high students were selected for the study and divided into experimental and conventional groups based on Metropolitan Achievement Test scores. Results reflected gains by the students on handling quantitative physical science.

The article discusses a study on the processes involved in science learning within a certain context. Study subjects were 60 boys in the fourth month of the first grade, distributed in three schools and among six teachers, and were randomly assigned to one of four treatment sequences. Treatments were comprised of two contexts and employed one or more of three normative concepts selected from the area of physical science. It was found that behavior sequences for each individual in the experiment differed along four dimensions namely number of response events, order of occurrence of response events, range of response events exhibited, and rate of responding.

The article discusses the quantitative physical science course for secondary school at the Duke University in Durham, North Carolina. The course is hope to be taught in the rural schools, where teachers fully trained in chemistry and physics are rare. The course will help students to develop knowledge, skills, and vocabulary through an organized series experiences. Although the course is designed for the ninth grade, the materials is still regarded as general education course. The content of the course was divided equally between basic techniques, basic physical phenomena, and basic chemistry.

The article presents a study by the Morgan State College on the courses developed for general education in science. The Morgan program is based on the assumption that the ideal curricular structure should develop not only an understanding of the significant concepts in science, but the ability to apply such understandings in the solution of specific problems as well. Two physical science courses have resulted from the Morgan program. It has been observed that most of the instructors in the Morgan program have given more attention to the teaching of science, rather than to the methods of teaching science, to supervised practice or to research in science education. The major findings of the study are presented.