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The International Association for the Evaluation of Educational Achievement (IEA) Science Project encompasses three countries--Australia, the Federal Republic of Germany, and the United States. It is considered Phase II of the project, with a Mathematics Study completed in 1967 as Phase I. A background paper is presented to include in tabulated form a list of countries taking part in the IEA Science Project and shows the levels at which participation was taken. The construction of the instruments for the project is described. A cognitive list in science for three levels of testing was developed: 10-year-olds, 14-year-olds, and the pre-university grade. The project also attempted to assess certain non-cognitive outcomes of science education. These assessments are presented and discussed. Questionnaires used, data collection procedures, and data analyses are presented. Results of a survey across countries attempting to determine factors in the education process which influenced the achievement of students in science are presented in tabulated, graphical, and descriptive forms. A discussion summarizes the author's conclusions and comments. (EB)

This paper presents findings from an inquiry conducted in Australian secondary schools at the Form I level that examined the contributions of selected teaching behaviors to the achievement, attitudes, and attentiveness of students. The investigation was restricted to children in the schools of the Australian Capital Territory (ACT). This discussion is restricted to an examination of the behaviors of the teachers in 72 science and mathematics classrooms of 15 schools of ACT. The selection of items of teaching behavior to be observed in the classroom was guided by the aim of collecting information on 7 process variables associated with the classroom environment: viz., achievement press of the classroom, provision for independent study and inquiry, emphasis on work habits and order affiliation and warmth in the classroom, stimulation for learning, emphasis on oral work and correct use of language, and academic guidance and instruction. The most convenient unit for observation in a secondary school is the class period, usually 40 minutes in length. The observation schedule consisted of two parts. One record sheet was concerned with behavior observed at specific points of time. A second record sheet was concerned with the number of instances of behavior observed. (Author/JM)