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The purpose of the study was to examine the effectiveness of the Iowa Chautauqua Professional Development Program in terms of changes in concept mastery, use of process skills, application of science concept and skills, student attitudes toward science, student creativity, and student perceptions regarding their science classrooms. Participants were 12 teachers who agreed to participate in an experimental study where an inquiry approach was utilized with one section and traditional strategies in another section. A total of 24 sections of students were enrolled in inquiry sections (365 students) and traditional sections (359 students). The data collected were analyzed using quantitative methods. The results are tabulated and contrasted for students enrolled in the two sections for each teacher. The results indicate that student use and understanding of science skills and concepts in the inquiry sections increased significantly more than they did for students enrolled in typical sections in terms of process skills, creativity skills, ability to apply science concepts, and the development of more positive attitudes. (Contains 7 tables.)

Two sections of middle school science were taught by two longtime teachers where one used an STS approach and the other followed the more typical textbook approach closely. Pre- and post assessments were administered to one section of students for each teacher. The testing focused on student concept mastery, general science achievement, concept applications, use of concepts in new situations, and attitudes toward science. Videotapes of classroom actions were recorded and analyzed to determine the level of the use of STS teaching strategies in the two sections. Information was also be collected that gave evidence of and noted changes in student creativity and the continuation of student learning and the use of it beyond the classroom. Major findings indicate that students experiencing the STS format where constructivist teaching practices were used to: (1) learn basic concepts as well as students who studied them directly from the textbook; (2) achieve as much in terms of general concept mastery as students who studied almost exclusively by using a textbook closely; (3) apply science concepts in new situations better than students who studied science in a more traditional way; (4) develop more positive attitudes about science; (5) exhibit creativity skills more often and more uniquely; and (6) learn and use science at home and in the community more than did students in the textbook dominated classroom.

Discusses current visions for reform in science education to be reached in 2005. Presents tables on changes in teaching, assessment, content, and situation and goals for 2005 by indicating less and more emphasis. Discusses what must be done, visions for 2025, how to achieve Vision 2025, and models for achieving the visions for science education in 2025. (Contains 52 references.) (ASK)

Reports on the evaluation of the effect of the University of Iowa's program on the development of teachers' constructivist philosophies by participating Korean inservice high school science teachers (n= 70). Concludes that the effect of the workshop was significant and that learning was retained. Contains 11 references. (Author/ASK)

Evaluated and compared 12 science textbooks with respect to their readability levels and agreement with the intended reader level. Four of the books were determined to be unsatisfactory for their intended grade levels. (20 references) (MDH)

The importance, role, and responsibilities of the science supervisor in the K-12 science program are described. The importance of selecting a highly qualified subject-specific supervisor for all disciplines is discussed. (KR)

Discusses the need for a science-technology-society (STS) approach in science classroom and describes the characteristics of exemplary STS programs. Lists five domains for STS goals and indicates assessment instruments for the domains. (YP)

Reviews the past to provide a better definition of the major crisis in science education. Suggests that preparing scientifically and technologically literate citizens may be lost on such issues as teacher shortages, number of scientists/engineers produced in the Soviet Union, college entrance scores, and degree of rigor in school programs. (JN)

Offers a rationale for science education that utilizes a science-technology-society (STS) framework. The recommended STS framework can give meaning to efforts to define a K-12 science curriculum, to describe appropriate teaching behaviors and desirable student actions, and to formulate meaningful research questions. (JN)

Discusses an opinion survey of concerned citizens undertaken in 1976, 1980, and 1984, regarding the relative importance of various sources of information used by science teachers. Results reflect changes in perceptions as indicated by greater importance of written materials, of human resources, and direct student experiences. (ML)

Notes that as the student progresses through school, science experiences hold a less positive view. Used are teacher interviews and classroom observations conducted to determine possible explanations. Points out that schools need to help students realize how much science affects their everyday lives. (MVL)

Offers information for new professionals to get involved with funded efforts supported by a variety of agencies. Described are four sources of funds including government grants, private foundations, industry, and community collaboration. Suggestions for proposal writing and contacts for funding are listed. (YP)

Reviews evidence in support of the primacy of the personal relevance orientation in science education. Provides a quick review of four other orientations and their shortcomings for curriculum planning. Orientation reviews focus on: (1) the development of cognitive processes; (2) social adaptation and reconstruction; (3) academic rationalism; and (4) the curriculum conceived as technology. (RT)

Investigated is the value of preliminary high school experiences in physics and chemistry. Results indicate that the grades of students with more high school experience are no better than those of students with less experience and that less experienced students spend more time studying and take better advantage of tutors. (CW)

Discusses the changes in science teacher education from 1967-1977 by analyzing three major studies that presented some common features of preservice or in-service programs for science teachers. (HM)

The need for nutrition education to be given higher priority in science instruction in today's world is promoted. Nutrition is viewed as a significant problem for all persons in a personal sense and in a societal sense. (MP)

Results of six original studies are extracted for comparison in three ways. These are summaries of: (1) reported problems of various groups of science educators; (2) solutions proposed by these same groups to the problems facing science education; and (3) recommendations for future directions. A synthesis of the recommendations focuses on four areas. (MP)

It is noted science education is in a major period of transition, largely because of major problems facing society today. The feeling expressed is that science teaching designed to respond to societal demands of the 1960's is inappropriate for the demands of the 1980's. Possible directions for new programs are discussed. (MP)

Offers a defense of societal issues as organizers for school science programs in response to criticisms of this thesis discussed in SE 534 649. Indicates that there appears to be no evidence that using nontraditional topics as organizers will make science more subject to manipulation and perversion. (JN)