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Students' understanding of basic science concepts (with particular emphasis on the interaction of science and society) was measured during a 1981-82 national assessment. These results are compared to those obtained from the Third Science Assessment (1977) to determine how students' knowledge has changed during the past five years. (JN)

Results from a national assessment of science conducted by the Minnesota Science Assessment and Research Project in 1981-82 are presented. The achievement of 13- and 17-year-olds on biology items, their attitudes about science and science classes, and comparisons with data from 1976-77 are discussed. (MNS)

Presents results of a study which examined science achievement, attitudes, sex differences, and racial differences among nine-year-olds. Also compares these results to those from three previous National Assessment of Educational Progress studies. Implications for elementary school science instruction are included. (JN)

The article discusses the study on the influence of student characteristics and classroom characteristics on the inquiry skill of students. The sample composed of seventeen year-old students. The dependent variable is the measure of inquiry skill, while the independent variable uses the Model of Educational Productivity. The study aims to predict differences of inquiry skills using the model in its three categories such as educational context, males and females, and white and nonwhite. Results showed that the model was reliable in between 24 to 32 percent of the variance in inquiry skill in the whole population.

An author's response to a comment on his article "Testing the Model of Educational Productivity," that was published in the 1981 issue is presented. He appreciates the comment on his proposed model of educational productivity because of its role in the enhancement and improvement of the said model. The said comment could also be used to know the usefulness of the model. He further expresses his support of the primary role of the model to help in the identification of a group of constructs in order to assess the relative importance.