Discusses various kinds of symbiosis including commensalism, protocooperation, mutualism. Examples are given of each, and emphasis is on the interdependence of living things. (SA)

Tests of intelligence and divergent thinking, and a measure of arts and science orientation, were administered to 310 unspecialized, mixed-ability, secondary pupils. Hudson's notion of convergence-divergence as a dimension contrasting preference for open-ended v closed-ended tests was not supported. (Author/SJL)

Discusses the importance of questioning as a means of achieving independent intelligence, critical thinking, and learning to learn. Advocates a science program that encourages investigation, discovery, and questioning. (MA)

Describes "resource science", a remedial program for secondary school students that combines a basic science curriculum with activities designed to remediate learning in the areas of oral expression, visual perception, and auditory reception. (JG)

Examines whether extracurricular science activities can reduce the decline in attitude toward school science in junior and senior high school levels. Concludes that students exposed to extracurricular science activities had a more positive attitude toward school science. Sixteen references are listed. (YP)

Discusses experiments with students and teachers in a project to encourage girls to achieve their full potential and to consider nontraditional career choices. Describes a two-week practice program and opposition to the project from teachers and girls. Outlines an extensive course in physics and effects of the course. (YP)

Explains strategies for motivating and getting student's attention in science. Presents a laboratory procedure for generating hydrogen using an Erlenmeyer flask and a one-holed stopper apparatus to fill a balloon which is used to produce a dramatic explosion. Safety precautions are cited. (RT)

Evaluated is a course for twelfth graders to demonstrate a variety of aspects of applied science. The basic structure and content of the course are described. The evaluation results including achievement, interest/difficulty with other courses, lateral transfer, and attitudes are reported. Examples of problems and application questionnaire are…

Discusses laser demonstration for invoking interest in science, especially physics. Describes some examples, such as diffraction, scattering, expansion by diverging lens, internal reflection in a light pipe, and illumination through optical cable. Provides some practical hints for the demonstration. (YP)

This paper argues the value of drama processes in science classrooms as a way of enabling students to learn openly from and with each other and of enhancing higher order learning skills. Role-playing, focus, and tension are described as constructs to guide the pedagogy of drama processes. (YP)

This paper identifies predictor variables for physics achievement in Nigerian high schools. Nine student variables (age, gender, home language, word knowledge, interest in physics, study habits, attitude, mathematical ability, and test anxiety) accounted for 63 percent of the total variance. Mathematical ability appeared to be the best predictor.…

Applies the concept of entropy to aging, evolving systems, inanimate systems such as corporations, and structural complexity for classroom teaching. Presents many mathematical expressions as well as explanations. Lists 37 references. (YP)

Describes major aspects of the Pupil Researcher Initiative, a curriculum development project aimed at encouraging pupils, teachers, researchers, and the wider community to work together to stimulate interest and enthusiasm for science and engineering. (JRH)

Suggests ways parents can help steer their children toward the field of science, noting the current decrease in the proportion of students in science and engineering. Some of the ideas are to take children to museums, watch science specials on television, and buy toys and tools that teach. (SM)

Presents case study data on one sixth-grade classroom of Kids as Global Scientists (KGS) project participants during the eight-week program. Finds that students made significant gains in weather content knowledge, and interviews revealed a high level of student motivation and satisfaction with the project. (Contains 38 references.) (Author/WRM)