Discusses reasons for questioning the underlying assumptions of instruments designed to measure knowledge of the nature of science. Recommends that researchers recognize that conflicting models of science exist, and that each instrument related to these models must specify all philosophic assumptions. (MLH)

Describes two formulas for calculating errors due to instrument limitations which are usually found in gravimetric volumetric analysis and indicates their possible applications to other fields of science. (CC)

Discusses the development, field testing, and validation of an instrument designed to assess secondary school students' understanding of the nature of scientific knowledge. (GA)

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

Describes the development of a research instrument that monitors student views on a broad range of Science, Technology, and Society (STS) topics. Qualitative data were used to produce the multiple-choice responses of this instrument which focuses on cognition rather than affect. Uses of the instrument include making cross-cultural comparisons,…