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The article discusses the advantages of the term project type of assignment over term papers in learning science. The purpose and meaning of an individual's educational experience is transmitted through a term project. While educators are becoming increasingly skeptical as to whether or not term papers have value in proportion to the time and energies required of both the undergraduates and the instructors, the level of interaction is compulsion. The sample of knowledge covered by a term project is not great, but apparently that sample will be remembered for a long, long time. The opportunity to think through a problem and find a solution proved to be an intriguing and pleasant experience.

The article looks into the significant use of pseudo-science in science education. A pseudo-science is a systematic body of propositions, practices, and attitudes that gives the appearance of being a science but is not a science. Furthermore, the article has compared the differences between science and pseudo-science. Moreover, various approaches and ways in which the study of pseudo-science could be incorporated into science education has been presented through: (1) critical examination of historical cases of pseudo-science along with cases of genuine science; (2) comparison of contemporary research paper with pseudo-science research paper; (3) use of laboratory works and processes to expose the scientific pretensions of pseudo-science; encouragement of students to bring examples of pseudo-scientific thinking; (5) evaluation of textbooks; and (6) testing of students' ability to recognize cases of pseudo-science.

This article presents an opinion on programmed instruction in high school science teaching. More than 50 central and western New York State teachers participated in administration of programmed instructional materials to students. Characteristics of programmed instruction include concepts that are outlined and broken down into minute parts, and comparison of pre-test and post-test scores.

The article focuses on the specific criteria applied by the Editorial Board of the "Journal of Research in Science Teaching," in judging and reviewing contributed manuscript. The author has presented guidelines in judging manuscript quality including its originality, generalizability and replicability, bibliography, reliability of methods, internal contradictions, illustrations and tables, clarity, and validity of logic. The significance of a paper's contribution to the field of science education is admittedly a subjective judgment and therefore no paper is rejected unless two or more reviewers find it to be unacceptable.

The article presents an account of various past meetings of the National Association for Research in Science Teaching (NARST). The first meeting of the NARST was attended by seventeen persons. The first meeting was held in 1929 in Cleveland, Ohio. The third meeting was held in Atlantic City, New Jersey on February 24-25, 1930. The program consisted of papers dealing with a variety of research topics in science education. The fourth meeting of the Association was held in Detroit, Michigan on February 23-24, 1931. The program featured the symposium "An Integrated Program of Science Teaching for the Grades of Elementary and Secondary Schools." The fifth annual meeting of the association was held in Washington D.C. on February 20, 22-23, 1932.

The article explains a group-individual project for teaching the concept of refraction in physics. The project must be of such a nature that it can be presented to a large number of students simultaneously, assigning different values to each student, still its solution must be easily and readily checked by the instructor. A sample problem is regarding the least possible time required for a man who wishes to start from a point A and walk to point B. The interpretation of this problem as a teaching asset of course lies in the fact that it explains why light bends the way it does in passing from a less dense to a denser medium. For the instructors sake, it may be worthwhile to add a few explanatory remarks with the use of a graph paper locating A in one corner of he paper and B in the diagonally opposite corner and calling the distance from the top of the paper to the line of separation.

The article reports on an old program that has been successfully altering the study habits of slow learners enrolled in mathematics and science programs. Part of the program was the assignment of the same teachers the students have in their mathematics and science class to proctor the study room. A commitment was made to control the problem of poor study habits using these programs as convenient subject matter. The teachers main function soon became to be individualizing remedial instruction on a highly personalized basis.

The article focuses on the utilization of quick color-lift transparencies to the teaching of earth science adopted in many educational system in the U.S. Audio-visual media are employed in earth science education in which most physical elements of the earth's surface have been presented to students through the use of globes, maps and other related instructional materials. Thus, there arise the use of aerial photograph, film or transparency which permit teachers not only to cover more subject matter but to offer more learning experience. The overhead transparency is currently used by more and more teachers but in a number of school system.

The article discusses a bibliography for a seminar on evolution. Colleges and universities in the U.S. teach evolution as a seminar course. Since the field is broad, journals and other papers have appeared with discussions and other necessary data useful to students and instructors alike. Leading evolutionary biologists in America have been welcomed to participate with the recent papers. The contributors include Dean Amadon of he American Musesum of Natural History, George W. Beadle of the California, Alan A. Boyden of Rutgers University, Bayard H. Brattstrom of Adelphi College and others.

The article presents a comment to Doctor Kenneth E. Anderson's paper "A Look Ahead in Science Teaching," in the U.S. The author agrees with Anderson that some plan is needed to enable the gifted to pursue the sciences more extensively than their contemporaries of less ability, but the author believes that Anderson's mode of implementation is impractical especially in a state where there are many small high schools. The author stress that the mode would create an intellectual elite which is the antithesis of democracy in the modern high school.

The article focuses on the teaching of science to deaf students in the U.S. It notes that language development, the primary goal of deaf education, can be achieved through science if appropriate methods and techniques are utilized. Here, the author has made an effort to include as many as sources in this review as possible. There are probably omissions, but the work reported should provide a substantial base for individuals considering teaching science to the deaf. The organization of the article is as follows: books relating to science for the deaf; then articles, papers or reports dealing with the elementary, secondary, and college levels respectively.

The article presents information on the use of models as a valuable adjunct to learning and participating in the scientific enterprise. The American Association for the Advancement of Science (AAAS) has proposed the concept of models at the elementary level, integrating steps in learning the scientific approach. According to the AAAS the activity of model formulation should help to give the student a real "feel" for the potentialities and satisfactions of the scientific approach. According to the educator R.D. Anderson, a "mental model" is a theoretical form or structure which is hypothesized on the basis of observations of natural phenomena. The Physical Science Study Committee has described models as ideas, pictures, systems of concepts which describe the things one investigate. The construction of a physical or mathematical models is the creative heart of all science. A paper "The Scientific Approach to Knowledge" by the AAAS states that the best way to achieve the generalization and retention of "process" skills is to continue to provide for a kind of "process" emphasis in instruction. Students should be instructed in the scientific approach to the generation of organized knowledge.

The article focuses on the teaching of science for the development of student's creativity. Creativity in science implies the ability to make a discovery in science though such information is already known to others. According to the author, to promote creativity, the science teacher should encourage students to identify and state the problems. The author emphasized that the ability of the pupil to design experiments to solve the problems which is defined by the pupil is another aspect of science creativity. The author's theory about selected teaching methods such as problem solving, open-ended experiments and research projects, if taught under given conditions can promote student creativity in science classes.

The article focuses on the identification that restricts the problem solving. In other words when a student was able to define a problem situation differently than he had previously defined it, solution became easier. If the students who scored low on the "IS of Identity" test also scored low on the problem solving test. The research would be in order to determine whether problem solving will be best insured by directing the attention toward correction of faulty language habits than by other methods. The "problem solving" test had to be one which did not rely on previously learned materials and methods.

The article presents an analysis of the mathematical concepts necessary for the college physical science course in the U.S. The purpose of this paper is to analyze the physical science course at Western Michigan University to determine the mathematical concepts with which the student must be familiar in order to understand the physical concepts involved in the course material. According to the author the outline of the workbook prepared by the physical science staff at the university constitutes the outline of the material to be studied and includes wealth of questions and exercises.

The article examines the basic themes around which science fiction stories for children seem to be written in the U.S. This article involves an interplay between two theses. One, which suggests that adult science fiction plays upon those human values and satisfactions which may be closely related to those which motivate practicing scientists. The second thesis and the primary one developed in this paper, suggests that children's science fiction may be similarly related to whatever satisfactions keep young people interested in science.

The article presents information about papers presented at the symposium "Needed Research in Science Education" at the Twenty-Ninth Annual Meeting of the National Association for Research in Science Teaching in the U. S. The papers presented attempts to examine the type of research that is needed in science education at the elementary, secondary and college levels. The chairman of the committee was Thomas P. Fraser of Morgan State College. The summary presented by professor Vaden Miles is not included in the symposium manuscripts.

This article presents a study that discusses various issues related to the construction and validation of a test aimed at measuring various aspects of scientific thinking in the curriculum of the first year college physics. The study is based on various assumptions. These assumptions are: scientific thinking represents numerous components and independent abilities, the abilities associated with scientific thinking may have a relation with abilities measured by intelligence and factual information tests, and the abilities involved in scientific thinking can be measured by paper and pencil tests which are constructed in an objective form.

The article presents information on the executive board meeting of the National Association for Research in Science Teaching (NARST), held May 17, 1947 in Chicago, Illinois. Three members of the Board of Executives of the NARST met at the Palmer House in Chicago. They were Ira C. Davis, Earl R. Glenn and N. Eldred Bingham. Part of the morning was devoted to selecting the following committees: Elementary Science Committee, Junior High School Science Committee, Senior High School Science Committee, Junior College Science Committee and, Teacher Education Committee. Besides, announcement regarding NARST's 1948 meeting was also made.

The article presents excerpts from the outline of the course of physical science, presented to teachers in June 1941, that is recommended to be offered for some pupils of grades eleven and twelve of the senior high school in the U.S. The reasons for studying science and the methods of science are included in the introduction of understanding science. Experiments and problem solving activities such as the transfer of energy from fuels to mechanical devices are given. A part of the physical science classroom equipment is a motion picture projector. An illustrative area of study is provided.

The article discusses the different opportunities that prospective teachers can take to achieve science teaching competency. A cumulative record of achievements, performance tests, experiences, anecdotal records, reading, material and plans accumulated or constructed, changing points of views and attitudes can provide prospective science teachers and advisors with evidence of growth relative to such competency. The different experiences which can be provided as part of courses or as extra-course experiences include setting up demonstrations, helping in the laboratory, preparing quizzes, correcting quizzes and homework papers, preparing bulletin board materials, and tutoring advanced or retarded individuals.

The article discusses the paper presented at the Thirty-Third Annual Meeting of the National Association for Research in Science Teaching held February 12, 1961 in Chicago, Illinois. It highlights the strengths and weaknesses of several types of college biology laboratories to disprove or prove the value of laboratory experiences. The requirements of a modern self-contained experiment is taken into account in the experiment design. Six lecture sections were involved in the study with each lecture section constituting a separate experiment.

The article explores the issues detected during the illustration of the potential of the history and philosophy of science. One issue is with regards to the use of the philosophical terminology "enquiry." The ambiguity arises when enquiry has been used in the psychological sense and at the same time in the epistemological sense. The second issue deals with the appropriate philosophic position. It is suggested that the selection of philosophic statements should be made in a manner appropriate to creating a fruitful mix of the many factors underlying the determination of curricula and curricular methodology.

The article presents a research on the relationship between lesson verbal structure and student affective learning. The paper examined the effect of various amounts of kinetic verbal structure on five aspects of student affective learning. A biophysical theory on the role of structure in human communication was utilized in the study. The technique has been found to be quantitative, reliable and objective making it suitable for analysis of verbal structure in any teaching-learning situation. Results were drawn to a conclusion that a high kinetic lecture structure in introductory college biology affects students in the aspect of learning.

The article presents a study related to science teaching with emphasis on the relationship between wait-time and rewards to the development of language, logic and fate control. The paper primarily gives its focus on the impact of overt verbal rewards anticipated by teachers on the behavior of students. It identified two potential motivational sources. One is that given by the teacher through verbal sanctioning, which is regarded as the extrinsic variable. The other is that aspect originating from within the student himself, which is considered as the intrinsic variable. The relationship between these two variables was also sought.

The article presents a study which investigates on teaching high school students to design controlled experiments and to criticize poorly controlled experiments. The students are judged by performance on a non-standardized text. The results were interpreted with reference to a certain work on the origins of scientific thinking. This paper is designed to determine whether the goal of teaching critical thinking can be considered realistic when the students do not come from upper or middle socio-economic status homes.

The article presents a study which compares urban children with the suburban ones, testing them with various tasks on basic skills of primary learning particularly on science education. The null hypothesis of the study states that there is no difference between the children from low-income urban families and those from higher-income suburban families. An investigation of the effect of the Science Curriculum Improvement Study program on children of low-income urban families has been initiated. The program is proposed to help urban children attain the same capacity to learn as the children from higher-income suburban homes.

The article discusses certain results of a survey conducted by the 1960 Project TALENT, a national survey of high schools in the U.S., and its implications for science education in the country. The paper also examines the progress made in the areas of science education which is said to improve in high schools along with the question of whether or not the said progress has stimulated any significant improvement in student achievement in science. Results showed that school practices were highly related to the size of the school and the general socioeconomic level of the community.

The article focuses on the use of modeling, feedback, and practice variables to influence science teacher behavior. The author suggests that the skills of a science teacher can be identified, both verbal and non-verbal, and that the skills can be achieved through training. It is argued that there is a need to differentiate between a teacher training model emphasizing teaching teachers science and science curricula, to one which emphasizes modifying their behavior in specific ways which may permit more effective science teaching styles.

This paper seeks to review the literature in education that could be interpreted as relevant to several issues in science education. The authors attempted to review studies that might be considered to deal with important parameters in Ausubel's learning theory and to assess possible consistencies or inconsistencies of the data presented in the studies derived from Ausubel's theory. A central construct of Ausubel's theory is that new knowledge acquisition is highly dependent upon the availability of "subsuming concepts" in the learner's cognitive structure.

The article discusses an experiment in designing an effective one-semester high school Physical Science course. An approach that uses cooperative planning with the students was employed in the study. In proceeding with the study, the possibilities that the class could undertake within the scope of physical science was listed on a paper in the pre-planning stage. The teacher emphasized that democratic control of the class would prevail. The use of activity learning showed its value in the willingness and confidence displayed by students in demonstration work and term projects. The teacher gave anonymous evaluations half way through the course and during the term project presentations to determine the degree of satisfaction on the part of the students.

The article reports the shortcut statistical techniques by which classroom tests may be analyzed and evaluated in the U.S. The methods are confined to means whereby a teacher may appraise the individual items or questions of a classroom test. With this regard, most teachers might justifiably hesitate to apply any statistical techniques to the item in many science quizzes. The technique can be used to lighten both the science teacher's conscience and work load in the evaluative process.

The article studies normative grade placement of light concepts. It discusses the results of a previous study which suggested that the normative grade categories of a standardized science achievement test might be used to classify the difficulty of science concepts for elementary school pupils. The present paper is a report of an additional study to determine if similar results would be obtained when the normative grade placement approach is applied in a new situation and with a different sample of intermediate grade pupils.

The article presents a reprint of a paper by Arnold M. Lahti, which was presented at the Council for Elementary Science International Meeting held March 3, 1962 in Las Vegas, Nevada. He discusses the two factors involved in the teaching of science, a body of knowledge and scientific methodology. The author suggests that the two aspects of science teaching are interrelated, and one aspect cannot be taught without the other.

The article presents a reprint of a paper by Oakland Public Schools science consultant Leroy Spore, which was presented at the 33rd annual meeting of the National Association for Research in Science Teaching held February 11, 1960 at the Hotel Sherman in Chicago, Illinois. It identifies the professional competences desirable for secondary teachers of science.

The article presents a reprint of a paper by Erich Hopka of Saint John's College, which was presented at the 30th annual meeting of the National Association for Research in Science Teaching held February 16, 1957 in Atlantic City, New Jersey. He examines the nature of physical science instruction commonly imparted to the pre-theological students at Lutheran colleges.

The article focuses on the study of stars in science teaching. In Colton Junior High School in California, star charts were held over head to read them and they were also copied into notebooks to be used as a reference for evening observations. Constellations appearing in the East early in the evening are on the eastern part of the ceiling and walls; those to the North on the northern part of the room. Pupils choose the committees themselves for beginning research to find out all about the night sky. Members of the science classes cut stars from colored papers and made the sizes corresponding to actual star magnitudes. Each day the children came in eager for sharing what they saw the previous night in the sky. By observing the ceiling of stars the young future scientists got motivation for observing the sky at night. Other daytime observations included the moon, when it was there, and sun spots. This stimulating interest in the night sky was the result of development and motivation by putting the stars overhead.

The article presents the paper related to science teaching for young children, presented at the Council for Elementary Science International meeting held in April 22, 1960 in Cleveland, Ohio. The study discusses how children take learning seriously. It provides information on how to achieve clarity on the purposes and problems of science teaching. It discusses the crucial differences between the child when he enters school and the child when he has completed elementary school. Furthermore, it emphasizes the task of education and science teaching in guiding the child from magical to scientific teaching.

The article focuses on how to avoid teleology in teaching science. Objective wording is available to replace most any animistic, anthropomorphic, or teleological statement, without "awkward circumlocution." Teleological expressions include "in other that," "so that," and several others. Adaptation that many writers in the field of biology let themselves slip into teleological phrases. Animistic and anthropomorphic expressions are also found in the physical sciences. When flowery figures of speech or even those without flowers are considered to enhance literary style, figurative language need not to become a way of thinking.

The article presents comments to the article "Elementary Science for a Changing World." In contrast to the previous article's concept about science talent, the author has argued that a science-talented child is a child who has received sufficient satisfaction from a certain kind of activity to participate in it more frequently and with more intensity than do most of the children in the same age group. Otherwise stated, he claimed that the provision of resources and direction of action are facilitated by the teacher, but the climax however is reached by the formation of a concept image as a result of the group dynamics. His emphasis on the role of parents in the child's acquisition of scientific knowledge concludes the article.

The article presents a study on the factor of change in science students in the light of their own academic preferences in a program of general education in the U.S. Questions have been frequently raised concerning the efficiency and the effects of actual process of change. Several attempts have been made to answer these questions, of which, one approach is discussed in this paper. Based from the results of the study, a possible explanation, which might account for the high achievement of non-science groups, as well as the relatively poor showing performance of science groups might possibly be found by an examination of the curricula in the respective areas.

The article presents a report submitted by the Junior-High-School-Science Committee on the need of research studies in teaching science in junior high schools. In the 1947 meeting, President of the National Association for Research in Science Teaching recommended that the establishment of several basic committees to review the present status of investigations in the various fields of science education. Among several functions of these basic committees include reviewing the papers presented at the 1947 meeting in Atlantic City, to suggest additional studies needed that grow out of the educational difficulties and to survey the graduate schools of education and the colleges for training teachers. In the recent past, the committee has conducted various activities including survey of unpublished theses and dissertations, and discussion about the areas that need investigation in the field of general science.

The article focuses on the study which aims at building a device for measuring the effects of science instruction on the scientific attitudes. The scientific attitude is named as "Conviction of Cause and Effect Relations." The study has followed the testing procedures of "Paper and Pencil" method. This method has been adopted because it involves fewer possibilities of misinterpretation. This testing procedure method involves equal appearing intervals. However some changes have been made in the method including shortening of the scale, ratings of statements by a few experts, values of scales are obtained by formula and items have been placed in categories. The accumulation of a satisfactory list of items was the most important and crucial step in the composition of an attitude scale. The data was collected from all resources including previous studies, popular books and magazines, newspapers, radio, motion pictures and classroom situations.

The article presents several reports by school children narrating their experiences in various science experiments and expressing the lessons they have learned from science education. They include "A Child Applies New Learning to Past Accomplishments," which focus on shadow study, "My Classroom Weather Bureau," dealing on weather forecasting, "Freezing Water," relating a child's experience in freezing water, and lastly "Smoke Makes a Good Barometer," a lesson learned by a fourth grade child about the new method of predicting atmospheric pressure.

The article discusses the increasing use of visual aids by science teachers in the U.S. Appropriate visual aids may effectively supplement any experience. Motion pictures play an important role in teaching of almost any course while home-made slides are particularly valuable for science teaching. The simplest of these are the glass and the cellophane slides. These slides are easily made from common materials without photographic supplies or any particular skill. Fine emergy or carborundum powder are the abrasives which are used for making ground glass slides. The slides should be thoroughly used before they are used either for coating or for writing upon directly with ink. Dipping the slides in alcohol and wiping with a clean piece of cheese cloth is also an effective method. The main advantage in using ground glass slides is that they may be written upon with an ordinary pencil, and can be colored with either special lantern slide crayons or lantern slide inks.

A list of scientific papers related to science education that were published in several journals is presented. The papers include "Selected References on Secondary School Instruction: Science," by W.L. Beauchamp, "Doctor's Theses Under Way in Education, 1935-1936" and "Selected References on Elementary School Instruction: Science," by W.W. McSpadden.

The article presents abstracts of papers related to science education. They include "Sulfur," "The Organization of Ideas in General Chemistry," and "Values and Shortcomings of Subject-fusion Projects."

The article focuses on a study on the reorganization of secondary school chemistry curriculum according to utilitarian principles. In the paper the term "utilitarian principles" is used broadly to indicate that educational training should supply information which will function as largely as possible in the lives of individuals regardless of their occupation or status in life. Information about chemicals may function in many ways, such as giving pleasures of recognition and interpretation, reading and conversation, domestic activities, use in various occupations and professions, and health. The study attempted to secure a general analysis of all the utilitarian forms of chemical information by asking individuals of varying occupation, sex, and habitat, to apply two tests of relative utility.

The article focuses on the educational methods used in determining students' efficiency. It constructs and used two types of objective tests, which is the orthodox type of objective test and the objective test developed by the author. The test material in the problem example at hand covers a unit of work in general science, and consists of eighty items arranged in four sections such as, true or false, multiple choice, completion, and picture recognition. Based on the results of the tests, it concludes that time, money, and energy are saved, efficiency is increased, the advantages of orthodox type of objective testing are retained and new advantages constantly evidence themselves with the continued use of the method two tests.

The article profiles Jemuel W. Pike, a notable public lecturer on science from Portage County, Ohio. Pike's principal business was the manufacture of cheese boxes, but he devoted much of his life to public lecturing on scientific studies. Professor Pike was an honorary member of the Academy of Natural Sciences of Philadelphia, a member of the American Association for the Advancement of Science, and he represented papers at meeting of both societies. The article also mentions the personal and academic background of Pike and some of his lectures and contributions.