Describes the examination scheme developed to evaluate high school biology students using the BSCS project in Israel. The scheme consists of a practical examination and a written test. Since the scheme is relatively new, little research has been performed. (MA)

Reports on interviews with 28 high school biology students in Jerusalem concerning teleological and anthropomorphic formulations and reasoning. Results indicate acceptance of anthropomorphic formulations does not imply a prevalence of anthropomorphic reasoning. Most high school students can distinguish between anthropomorphic formulations and…

Advocates the analysis of student characteristics in determining the outcomes of instruction and the analysis of instruction to determine effects on student characteristics. (CP)

Presents an inventory instrument designed to facilitate conversation, communication, and assessment of programs and goals in secondary science teacher education. (SL)

This report reviews some goals for laboratory activities in contemporary science teaching, discusses an investigation that analyzed and compared laboratory activities from two major physics guides, and discusses the implications of the goals and analysis for physics teaching. Six major deficiencies in the two laboratory handbooks are identified.…

Achievement scores of Israeli high school students using Biological Sciences Curriculum Study (BSCS) materials were shown to be significantly higher than those for students using another curriculum. (MLH)

This report reviews three science teacher education programs: the Iowa-UPSTEP program (Undergraduate Pre-Service Teacher Education Program), the STEP program (Science Teacher Education Project) in Great Britain, and the science teacher education program at the Hebrew University, Jerusalem. Recommendations are made for incorporating some aspects of…

This study examines the claim that cognitive preferences in science are no more than expressions of levels of cognitive operation as described by Bloom's Taxonomy. 667 twelfth grade students of chemistry and 989 twelfth grade biology students took a cognitive preference and an achievement test in their respective disciplines. The limitations of…

This study examines the relationship between teachers' and students' priorities regarding instructional practices and the actual occurrence of these practices in the classroom. A Likert-type inventory provided the data. Levels of agreement varied. The validity of the results and their implications for curriculum evaluation and instruction are…

Presents meta-analysis of 54 articles and dissertations dealing with cognitive preferences. Information provided includes: test reliability; comparisons by country, grade level, gender, disciplines, and curricula; relationships between cognitive preferences and career orientation, science achievement, interest, and aptitude; and effect sizes.…

Described is a study which (1) examines opinions and attitudes of students towards various aspects of using living animals in studying biology and (2) identifies variables that affect student attitudes and opinions. Results include the finding that most students clearly favor live animal studies. (CS)

Reported is a study to determine the attitudes of Israeli high school biology teachers to the Israeli adaptation of the Biological Sciences Curriculum Study (BSCS) curriculum. Blankenship's Attitude Inventory, designed to determine teachers' reactions to BSCS materials, was translated into Hebrew. Copies were mailed to 200 high schools in Israel.…

Describes the interrelations of inquiry-oriented curricula and the development of inquiry skills and scientific curiosity among high school students in Israel. Results for whole classes seem to indicate a high correlation between inquiry performance and level of curiosity, but this is not reflected in the performance of individuals. (Author/BB)

Reports on the administration of a biology cognitive preference test to 177 science-oriented high school students. Subjects were asked to rank responses or "extension statements" to items according to their preference. It was found that the high-ability students as a group had a very high preference for questioning and low preference for recall.…

Discusses the need for additional research pertaining to cognitive preferences in science. (SL)