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The papers included in this compilation were presented at the 1971 meeting of the Panel on Science and Technology of the U. S. House of Representatives Committee on Science and Astronautics, and concern various aspects of international science policy. The papers include an address by the Secretary of State on "U. S. Foreign Policy in a Technological Age," and reports by U. S. and foreign scientists and administrators. The reports concern international cooperation in the physical, social, life and environmental (including marine) sciences; administrative mechanisms for increasing cooperation, including the necessary prelude of a national science policy; the role of legislation in advancing cooperation; the role of a science policy in solving social problems, military and arms control, and the potential consequences of experimentation with human eggs. Although all papers have international implications, one deals specifically with science, technology and the developing countries. (AL)

Three conferences on educational innovation raised basic questions concerning goals and values for junior college students. Speakers addressed each of the conferences on problems encountered in their respective areas of humanities, social sciences, and physical sciences. The addresses are presented, along with recommendations made by the conference participants. Suggestions stemming from the humanities conference include expansion of subject matter to include non-Western cultures, interdepartmental courses, team teaching, and field trips. Participants in the conference on social sciences discussed (1) possibilities for eliminating punitive aspects of grading systems, such as flunking courses; (2) alternatives to traditional course requirements such as writing papers; (3) supplements to traditional classroom materials such as outside presentations and seminars; and (4) possibilities for independent studies. Recommendations resulting from the conference on physical sciences stressed use of video-tapes and closed-circuit television, flexibility in laboratory use, and the creation of a new grading system. (RC)

The Institution of Electrical Engineers conducted a study in the United Kingdom and the United States to determine the need for their new publication "Current Papers in Physics (CPP)," and its usefulness to the physics community. Questionnaires were used to (1) recruit panel members to test reader reaction to the publication over a period of one year, (2) collect necessary background on panelists, (3) determine methods used by physicists to obtain current information prior to CPP, and (4) discover what physicists felt a good awareness journal in physics should be like. Prior to CPP, the three most widely used methods of current awareness were (1) scanning current issues of journals (2) contacts with colleagues, and (3) listening to presentations at meetings. The use of abstract journals was a major method of both retrospective search and current awareness. A major concern for an awareness journal was that it be current. Physicists were concerned with specialized aspects of physics and not general information. Appendixes contain (1) questionnaires, (2) additional panel data, (3) data on overseas panels, and (4) comments on published abstract journals as current awareness tools. (DH)

Provided are abstracts of 44 papers presented at the annual conference of the National Association for Research in Science Teaching at Pasadena, California, February 6-9, 1969. Abstracts were provided by the authors and were edited by the ERIC Center for Science Education. Major topic headings include instruction in elementary science, the teaching of biology, teacher education programs in science, the teaching of chemistry, new instruments for research, the structure of knowledge, surveys of research, the teaching of physical sciences, new approaches and materials, the development of teaching competencies, the ways children learn, and the teaching of earth science. (GR)

These proceedings of a 1965 conference on the teaching of science in the sixth form of English schools contain summaries of each speaker's introduction to his paper, the full text of his circulated paper, and a summary of the discussion that followed. The papers were titled the sixth form; "Structure and Properties of Matter" as a sixth form course; biology in the sixth form; engineering studies; general and special studies in science; science for the arts specialist; and sixth form curriculum and examinations. During the conference the "Structure and Properities of Matter" course was renamed "Physical Sciences." Post-scripts on the physical sciences course, on engineering studies, and on the proposal for a major/minor/general studies pattern of sixth form work have been added to provide information on subsequent thought and action in these three fields which were the most controversial topics discussed at the conference. (AL)

Provides directions for the construction of two different kites in the junior high school science classroom. (JR)

This book is a compilation of a series of papers designed to aid high school teachers in organizing a course in oceanography for high school students. It consists of twelve papers, with references, covering each of the following: (1) Introduction to Oceanography, (2) Geology of the Ocean, (3) The Continental Shelves, (4) Physical Properties of Sea Water, (5) Waves and Tides, (6) Oceanic Circulation, (7) Air-Sea Interaction, (8) Sea Ice, (9) Chemical Oceanography, (10) Marine Biology, (11) The Origin and Development of Life in the Sea, and (12) Aquaculture, Its Status and Potential. The topics suggested are intended to give a balanced coverage to the subject matter of oceanography and provide for a one semester course. It is suggested that the topics be presented with as much laboratory and field work as possible. This work was prepared under an ESEA Title III contract. (HB)

REPORTED IS A STUDY CONDUCTED TO DETERMINE THE RELATIVE LEVELS OF UNDERSTANDING OF CERTAIN FORCE CONCEPTS ACHIEVED BY PUPILS IN GRADES 2-6. EVALUATIONS WERE MADE BY MEANS OF PENCIL-AND-PAPER MULTIPLE-CHOICE TYPE TESTS, ONE FOR EACH LEVEL OF UNDERSTANDING--(1) KNOWLEDGE, (2) COMPREHENSION, AND (3) APPLICATION. SUB-PROBLEMS OF THE STUDY WERE (1) TO DETERMINE IF THERE WERE SIGNIFICANT DIFFERENCES IN LEVELS OF ACHIEVEMENT OF PUPILS IN GRADES 2-6, AND (2) TO DETERMINE IF THERE WERE SIGNIFICANT CORRELATIONS BETWEEN I.Q. AND TEST SCORES. UNIFORM INSTRUCTION WAS ACHIEVED AMONG CLASSES BY UTILIZATION OF INSTRUCTIONAL UNITS WHICH WERE DESIGNED FOR THE STUDY. THE REPORT IS DIVIDED INTO FIVE PARTS--(1) THE PROBLEM, (2) REVIEW OF RELATED LITERATURE, (3) PROCEDURE, (4) RESULTS, AND (5) CONCLUSIONS AND IMPLICATIONS. THE CONCLUSION SECTION TABULATES AT WHICH LEVEL OF UNDERSTANDING AND AT WHICH GRADE LEVEL EACH CONCEPT WAS UNDERSTOOD. A BIBLIOGRAPHY IS INCLUDED. LESSON PLANS AND TESTS UTILIZED IN THE PROJECT ARE IN PRACTICAL PAPER NO. 4 OF THE CENTER FOR COGNITIVE LEARNING, "LESSON PLANS AND TESTS OF KNOWLEDGE, COMPREHENSION, AND APPLICATION FOR INSTRUCTION." (DH)

Due to the tremendous interest in all phases of environmental control, particularly with reference to water pollution control, the American Institute of Chemical Engineers (AIChE) is attempting to provide the lay public with accurate information about water resources so they may react with proper knowledge and constructive activity. This anthology of papers presented at AIChE meetings during 1970 reports on the rapid progress made in the control of the aqueous environment. Primarily of value to chemical engineers, the papers deal with a variety of topics from thermal conditions in water and phosphorus removal to desalting potentials and waste treatment. Ninety-one papers have been selected for inclusion in this resource. (BL)

To insure a wide dissemination of information describing advances in measurement and control techniques, the Instrument Society of America (ISA) has published this monograph of selected papers from recent ISA symposia dealing with air pollution. Papers range from a discussion of some relatively new applications of proven techniques to discussions of stack monitoring, calibration sources, and meteorological effects. Titles include: The Key Role of Instrumentation in Pollution Control, Pollution Control--A Corporate Dilemma, Where Air Pollution Control Stands as an Industry, Current Trends in Continuous Air Pollution Monitoring Systems, Ambient Air Programs--An Inaccurate Measurement, Air Pollution Testing in the Metals Industry, Air Conservation Van, Measurement of Air Pollutant Penetration into Building Interiors, Automated Gas Chromatographic Analysis of Sulfur Pollutants, A Gas Chromatographic Method for Automatic Monitoring of Pollutants in Ambient Air, Multi-Parameter Air Quality Analyzer, Hydrocarbon Analysis in Auto Exhaust by Various Instrumental Methods, A Stable Ozone Source Applicable as a Secondary Standard for Calibration of Atmospheric Monitors, A Calibration System for Trace Analysis, Monitoring Stationary Source Emissions for Air Pollutants with Photometric Analyzer Systems, and Analysis of Selected Elements in Atmospheric Particulate Matter by Atomic Absorption. (BL)

Reported is a study on the measurement of concept attainment for the purpose of developing a measuring system and a model of attainment abilities and establishing relationships between learned concepts and cognitive abilities. Thirty concepts, ten for each of the biological, earth, and physical science areas, were selected from six fourth grade texts and analyzed in terms of the level to which concepts, attributes, and examples were identified. A 12-item test was constructed for each concept. Statistical results from concept and task attainments for boys and girls indicated the highest attainment level on biological concepts, the lowest level in physical science, and subtle differences in the performance of girls and boys. Results from a further simplex analysis of the task attainment scores supported the postulation of a concept attainment hierarchy. Children responded well on tasks dealing with gross perceptions rather than fine distinctions among examples and non-examples of a concept with the gross perception level preferred to the fine perception level. The attainment of a concept was a function of its association with the concrete world. Reexamination of science curriculum, instructional procedures, and children's cognitive abilities in terms of concept learning was recommended. (CC)

The purpose of this study was to assess the potential use of A Schema for Testing the Level of Concept Mastery in measuring attainment of classificatory concepts in science. Classificatory concepts from the biological, earth, and physical sciences were included. For each of the 30 concepts included in the study a 12-item test was constructed to measure children's attainment of each of twelve schema tasks. The schema is useful in identifying and analyzing classificatory concepts and preparing related concept attainment tests. The tests have been administered to sixth-grade children to determine the level of concept attainment by concept and among science areas. [Not available in hardcopy due to marginal legibility of original document.] (Author/AL)

Although educational research has produced an abundance of useful findings, the quality of education has improved but very little. In spite of an ever-increasing financial outlay at all governmental levels, schools are falling short of expectations of those who must use the products of public education. The answer to, "Why can't the schools improve the product?" will not be found through use of industrial concepts, but by a better understanding of the learning process. The effectiveness of Skinner's learning psychology as applied in the Auto-Paced Teaching Process (APT) as compared to conventional instruction is tested. The sample included 132 college science students: 44 in APT group; 88 in the conventionally taught control group. Subjects were randomly assigned to groups. Treatment variable tested was the effect of Skinner's contingencies of reinforcement employed in instruction of the APT group. Criterion tests included achievement tests, Purdue Attitude, STEP-Listening, Welch Science Process Inventory, and Science Unit Rating Scale. ANOVA of achievement test scores show APT significantly higher at .025 level in 2 of the 3 science topics studied. Covariate analysis of attitude scores significantly favor APT students at .001 level. APT students took 28% less time to complete assigned tasks. Results indicate that application of clinically tested learning theories to classroom instruction will produce greater teaching efficiency. (Author/PR)

The Paired School Science Project (PSSP) conducted between public and parochial schools was evaluated over a period from 1968-71. A pilot program was carried out among fifth and sixth grade students of 30 schools in the 1967-68 school year. During the study period, these classes of the paired schools were bused to the Franklin Institute for integrated physical-biological science instruction one day a week for seven weeks. Students ate lunch together and then left for their respective schools. The program was extended to a whole day experience beginning in 1970, and a workshop for teachers and principals was added during the last school year. Museum resources and examination of urban environmental problems were emphasized. The student interaction category system, cultural awareness questionnaires, achievement tests, semantic differentials, sociometric studies, and interview techniques were used in evaluation. A parent questionnaire was used in the 1970-71 school year. Analyses showed that significant gain differences existed between the PSSP and the control groups. Parent participation was fairly successful. Sensitivity to environmental problems was enhanced, and student interactions occurred mostly between paired schools from similar geographic locations. Six days of social interaction had little effect on student attitude changes. (CC)

The purpose of this study was to develop tests items with a minimum reading demand for use with pupils at grade levels two through six. An item was judged to be acceptable if the item satisfied at least four of six criteria. Approximately 250 students in grades 2-6 participated in the study. Half of the students were given instruction to develop the ability to use concepts from the particle nature of matter. The test items developed were designed to assess this ability. Test items pertaining to concepts within a unit were administered to each of the instructed classes on the day following completion of instruction on the last concept. The same test items were administered to each of the noninstructed classes a day or so later. Although only two items met all six criteria, 104 items met at least four of the six. Items related to each of the 25 concepts that met the established requirements were developed. (BR)

Reported is a demonstration project which involved 20 disadvantaged eighth grade students in a series of specially designed physical sciences experiments. It was hypothesized that these students, classified as nonliterate, would respond favorably to an approach which tended to break up their patterns of failure. Moreover, successful science experiences might stimulate in these students a desire to read in order to continue their progress. The science activities involved concepts essential to an understanding of electricity and magnetism, and mechanics and light. The experiments were stimulated by such phrases as "to see the light,""that rings a bell," and "to blow your own horn." The group responded favorably and showed capacity for abstract reasoning. The self-motivated desire for better reading skills was tied in with reading instruction by the classroom teacher. (NH)

Listed are 212 citations of documents related to instructional procedures in science and mathematics education. The documents included represent research reports, research reviews, conference reports, position papers, textbooks, manuals, speeches, and other types. Citations are categorized in alphabetical order by author, and indicate source, availability, and major ideas of the document. The bibliography updates, but does not replace, bibliography 11 (ED 026 277) and bibliography 1 (ED 015 877). (RH)

This paper describes one pioneer effort to develop materials for teachers who operate on the premise that the student can learn from his environment. Three environments are considered: 1) the inner environment of the child; 2) the immediate environment in which he finds himself; and, 3) the global environment which is of so much concern to mankind. Instead of asking a student to respond to a textbook abstraction of his environment, the student is allowed to choose the investigations which in turn will serve to structure the course content. Further, the student's self-image is enhanced by allowing the emotional self to be as apparent as the logical and rational self. It is hoped that the materials "Investigating the Earth" reflect the notion that in true self-directed inquiry situations students have access to the entire process of research. Finally, an early pilot effort with inner-city ninth graders is documented. The students were asked to "go out and photograph evidence of change"; they then had to decide on the operational definition of change, what the evidence for that change was, and photograph that evidence. (SBE)

This paper presents the procedures, results and conclusions of a study designed to determine whether three different methodological approaches to the laboratory for a general education physical science course would lead to the same behavioral outcomes. Students enrolled in the physical science course were randomized into one of three laboratory treatment groups; a highly structured scheduled lab, an audio-tutorial type free lab, and a loosely structured home lab. Behavioral changes were assessed through instructor-written unit tests and the Test On Understanding Science (TOUS). Data were obtained for 140 students during the first experimental period, and for 195 students during the second experimental period. The results indicated that (1) no significant differences existed among the lab groups in terms of their cognitive knowledge of science, (2) for the first experimental period, no significant differences existed among the groups with respect to their understanding of science as measured by TOUS, (3) for the second experimental period, significant differences existed among the groups on TOUS scores, and (4) the free lab and home lab groups scored significantly higher on TOUS than the scheduled lab groups. (LC)

This report on the conference on the graduate preparation of scientists for undergraduate teaching in liberal arts institutions presents: (1) the highlights and recommendations of the conference; (2) the conference and background papers which include: "Alternatives to the Ph.D.," by R. D. Anderson; "Teaching Versus Research," by Horace W. Davenport; "The Liberal Arts College and Scholarly Activity in the Sciences," by C. A. Vander Werf; "The Preparation of College Physics Teachers," by John M. Fowler, Richard W. West, and Kathryn E. Mervine; and "Putting Our Own House in Order," by Neill Megaw; and (3) summaries of the discussion groups which included: "Undergraduate Preparation in the Sciences,""The Graduate School and the Developing Scholar,""The Graduate School and the Developing Teacher," and "Postdoctoral Development of College Teachers." A bibliography and a list of the participants conclude the report. (AF)

Presented are the procedures, results, and conclusions of a study designed to compare the effectiveness of programed instructional materials with that of conventional materials in university physical science laboratory classes. The subjects were students enrolled in two similar freshmen-level physical science general education courses who were non-randomly assigned to the experimental and control groups. The control group students used the conventional manual for the laboratory experiments while the experimental group students used the programed instructional materials for four out of seven investigations. The subjects were pretested on the Scholastic Aptitude Test and an investigator-constructed physical science test. Final measures included scores on the physical science test, scores on a lab-test, laboratory grades and course grades. Attitudinal measures were also administered to the experimental group students. Major findings were: (1) students can achieve equally well on physical science subject matter written evaluative measures whether they use programed laboratory materials on conventional materials, (2) students can achieve equally well in laboratory performance with either one of the materials, and (3) both students and instructors preferred programed to conventional material. (LC)

INVESTIGATED WERE THE LEVELS OF UNDERSTANDING OF SELECTED CONCEPTS CONCERNING THE PARTICLE NATURE OF MATTER AND THE RELATIONSHIP OF THE STUDENTS' MATURITY AND CONCEPTUAL UNDERSTANDING. THE STUDENTS SAMPLED WERE OF HIGH AND AVERAGE IQ, AND IN GRADES 2-5. ALL GROUPS RECEIVED COMPARABLE INSTRUCTION. USED WERE ALTERNATE RESPONSE TAXONOMY-TYPE OBJECTIVE TESTS CONSISTING OF EQUAL NUMBERS OF QUESTIONS OF THREE TYPES--(1) KNOWLEDGE, (2) COMPREHENSION, AND (3) APPLICATION. CRITERIA FOR DETERMINING LEVELS OF UNDERSTANDING WERE (1) THE EARNED MEAN SCORE IS SIGNIFICANTLY DIFFERENT FROM GUESSING, AND (2) MORE THAN HALF OF THE MEMBERS EARN A SCORE OF 65 PER CENT OR HIGHER. BOTH GRADE LEVEL AND IQ WERE POSITIVELY CORRELATED WITH THE LEVEL OF ACHIEVEMENT IN (1) KNOWLEDGE, (2) COMPREHENSION, AND (3) APPLICATION. THE APPENDIX INCLUDES A LIST OF TEXTBOOKS THAT WERE ANALYZED FOR BASIC CONCEPTS IN THE STUDY, AND A BIBLIOGRAPHY. THE LESSONS AND TESTS WHICH WERE DEVELOPED ARE PUBLISHED IN A COMPANION VOLUME, "PRACTICAL PAPER NO. 1 OF THE CENTER FOR COGNITIVE LEARNING." (DH)

This is the tenth in the second series of general bibliographies developed to disseminate information on documents analyzed at the ERIC Information Analysis Center for Science Education. Reported are some 67 citations of selected documents in the areas of (1) teacher characteristics, and (2) student characteristics. The documents include research reports, research reviews, and position papers. Citations are listed under the major areas in alphabetical order by author and indicate source, availability, and major ideas of the document. This bibliography is available at no cost, while the supply lasts, from the ERIC Information Analysis Center for Science Education, 1460 West Lane Avenue, Columbus, Ohio 43221. It updates, but does not replace, the earlier bibliography produced in this area by the Center. (GR)

This is the sixth in the second series of general bibliographies developed to disseminate information on documents analyzed at the ERIC Information Analysis Center for Science Education. Reported are some 332 citations of selected documents involving teacher resource materials for science education. The documents included are divided into major subject areas and levels in the field for quick teacher reference, and represent papers, teacher tips, conference reports, manuals, speeches, textbooks, and other types. Citations are listed in alphabetical order by author and indicate source, availability, and major ideas of the document. This bibliography is available at no cost, while the supply lasts, from the ERIC Information Analysis Center for Science Education, 1460 West Lane Avenue, Columbus, Ohio 43221. It updates, but does not replace, the earlier bibliography produced in this area by the Center. (GR)

This is the first in the second series of general bibliographies developed to disseminate information on documents analyzed at the ERIC Information Analysis Center for Science Education. Reported are some 217 citations of selected documents related to instructional procedures in science education. The documents included represent research reports, research reviews, conference reports, position papers, textbooks, manuals, speeches, and other types. Citations are categorized in alphabetical order by author, and indicate source, availability, and major ideas of the document. This bibliography is available at no cost, while the supply lasts, from the ERIC Information Analysis Center for Science Education, 1460 West Lane Avenue, Columbus, Ohio 43221. It updates, but does not replace, the earlier bibliography produced in this area by the Center. (GR)

This is the tenth in a series of general bibliographies which are being developed to disseminate information concerning documents analyzed at the ERIC Information Analysis Center for Science Education. Reported are over 40 citations to selected documents in the areas of (1) teacher characteristics, and (2) student characteristics. The documents include research reports, research reviews, and position papers. The citations are categorized under the major areas in alphabetical order by author and indicate the availability and major ideas of the document. General bibliographies have been or are being prepared for other selected areas in science education. All bibliographies will be supplemented periodically as more documents are processed by the ERIC Information Analysis Center for Science Education. (DS)

This is the sixth in a series of general bibliographies which are being developed to disseminate information concerning documents analyzed at the ERIC Information Analysis Center for Science Education. Reported are over 400 citations to selected documents involving teacher resource materials for science education. The documents include conference reports, project reports, position papers, textbooks, manuals, and speeches. The citations are categorized under grade level and content areas in alphabetical order by author and indicate the availability and major ideas of the document. General bibliographies have been or are being prepared for other selected areas in science education. All bibliographies will be supplemented periodically as more documents are processed by the ERIC Information Analysis Center for Science Education. (DS)

This is the seventh in a series of general bibliographies which are being developed to disseminate information concerning documents analyzed at the ERIC Information Analysis Center for Science Education. Reported are over 85 citations to selected documents in the areas of (1) science and society, (2) the history of science education, (3) science history, and (4) general studies and surveys. The documents include research reports, research reviews, conference reports, project reports, position papers, textbooks, manuals, and speeches. The citations are categorized under the major areas in alphabetical order by author and indicate the availability and major ideas of the document. General bibliographies have been or are being prepared for other selected areas in science education. All bibliographies will be supplemented periodically as more documents are processed by the ERIC Information Analysis Center for Science Education. (DS)

THIS IS THE FOURTH IN A SERIES OF GENERAL BIBLIOGRAPHIES WHICH ARE BEING DEVELOPED TO DISSEMINATE INFORMATION CONCERNING DOCUMENTS ANALYZED AT THE ERIC INFORMATION ANALYSIS CENTER FOR SCIENCE EDUCATION. REPORTED ARE OVER 350 CITATIONS TO SELECTED DOCUMENTS ON CURRICULUM AND CURRICULUM DEVELOPMENT IN SCIENCE EDUCATION. THE DOCUMENTS INCLUDED REPRESENT RESEARCH REPORTS, RESEARCH REVIEWS, CONFERENCE REPORTS, POSITION PAPERS, TEXTBOOKS, PROGRAM DESCRIPTIONS, SPEECHES, AND NUMEROUS OTHER TYPES. THE CITATIONS ARE CATEGORIZED IN ALPHABETICAL ORDER BY AUTHOR AND INDICATE THE AVAILABILITY AND THE MAJOR IDEAS OF THE DOCUMENT. GENERAL BIBLIOGRAPHIES HAVE BEEN OR ARE BEING PREPARED FOR OTHER SELECTED AREAS IN SCIENCE EDUCATION. ALL BIBLIOGRAPHIES WILL BE SUPPLEMENTED PERIODICALLY AS MORE DOCUMENTS ARE ADDED TO THE SYSTEM. THE GENERAL BIBLIOGRAPHIES WILL BE ANNOUNCED IN "RESEARCH IN EDUCATION" AND THE "SEIAC NEWSLETTER" AS THEY BECOME AVAILABLE. (DS)

THIS IS THE FIRST IN A SERIES OF GENERAL BIBLIOGRAPHIES WHICH ARE BEING DEVELOPED TO DISSEMINATE INFORMATION CONCERNING DOCUMENTS ANALYZED AT THE ERIC INFORMATION ANALYSIS CENTER FOR SCIENCE EDUCATION. REPORTED ARE OVER 180 CITATIONS TO SELECTED DOCUMENTS RELATED TO INSTRUCTIONAL PROCEDURES IN SCIENCE EDUCATION. THE DOCUMENTS INCLUDED REPRESENT RESEARCH REPORTS, RESEARCH REVIEWS, CONFERENCE REPORTS, POSITION PAPERS, TEXTBOOKS, MANUALS, SPEECHES, AND NUMEROUS OTHER TYPES. THE CITATIONS ARE CATEGORIZED IN ALPHABETICAL ORDER BY AUTHOR AND INDICATE THE AVAILABILITY AND THE MAJOR IDEAS OF THE DOCUMENT. GENERAL BIBLIOGRAPHIES HAVE BEEN OR ARE BEING PREPARED FOR OTHER SELECTED AREAS IN SCIENCE EDUCATION. ALL BIBLIOGRAPHIES WILL BE SUPPLEMENTED PERIODICALLY AS MORE DOCUMENTS ARE PROCESSED BY THE ERIC INFORMATION ANALYSIS CENTER FOR SCIENCE EDUCATION. (DS)

THIS IS THE THIRD IN A SERIES OF GENERAL BIBLIOGRAPHIES WHICH ARE BEING DEVELOPED TO DISSEMINATE INFORMATION CONCERNING DOCUMENTS ANALYZED AT THE ERIC INFORMATION ANALYSIS CENTER FOR SCIENCE EDUCATION. REPORTED ARE OVER 200 CITATIONS TO SELECTED DOCUMENTS RELATED TO EQUIPMENT AND MATERIALS FOR TEACHING AND LEARNING SCIENCE. THE DOCUMENTS INCLUDED REPRESENT RESEARCH REPORTS, RESEARCH REVIEWS, CONFERENCE REPORTS, POSITION PAPERS, TEXTBOOKS, MANUALS, SPEECHES, AND NUMEROUS OTHER TYPES. THE CITATIONS ARE CATEGORIZED IN ALPHABETICAL ORDER BY AUTHOR AND INDICATE THE AVAILABILITY AND THE MAJOR IDEAS OF THE DOCUMENT. GENERAL BIBLIOGRAPHIES HAVE BEEN OR ARE BEING PREPARED FOR OTHER SELECTED AREAS IN SCIENCE EDUCATION. ALL BIBLIOGRAPHIES WILL BE SUPPLEMENTED PERIODICALLY AS MORE DOCUMENTS ARE PROCESSED BY THE ERIC INFORMATION ANALYSIS CENTER FOR SCIENCE EDUCATION. (DS)

THIS IS THE FIFTH IN A SERIES OF GENERAL BIBLIOGRAPHIES WHICH ARE BEING DEVELOPED TO DISSEMINATE INFORMATION CONCERNING DOCUMENTS ANALYZED AT THE ERIC INFORMATION ANALYSIS CENTER FOR SCIENCE EDUCATION. REPORTED ARE OVER 85 CITATIONS TO SELECTED DOCUMENTS ON STUDENT ACHIEVEMENT IN SCIENCE. THE DOCUMENTS INCLUDED REPRESENT RESEARCH REPORTS, RESEARCH REVIEWS, CONFERENCE REPORTS, POSITION PAPERS, TEXTBOOKS, MANUALS, SPEECHES, AND NUMEROUS OTHER TYPES. THE CITATIONS ARE CATEGORIZED IN ALPHABETICAL ORDER BY AUTHOR AND INDICATE THE AVAILABILITY AND THE MAJOR IDEAS OF THE DOCUMENT. GENERAL BIBLIOGRAPHIES HAVE BEEN OR ARE BEING PREPARED FOR OTHER SELECTED AREAS IN SCIENCE EDUCATION. ALL BIBLIOGRAPHIES WILL BE SUPPLEMENTED PERIODICALLY AS MORE DOCUMENTS ARE PROCESSED BY THE ERIC INFORMATION ANALYSIS CENTER FOR SCIENCE EDUCATION. (DS)

THIS IS THE SECOND IN A SERIES OF GENERAL BIBLIOGRAPHIES WHICH ARE BEING DEVELOPED TO DISSEMINATE INFORMATION CONCERNING DOCUMENTS ANALYZED AT THE ERIC INFORMATION ANALYSIS CENTER FOR SCIENCE EDUCATION. REPORTED ARE OVER 120 CITATIONS TO SELECTED DOCUMENTS RELATED TO TEACHER EDUCATION IN SCIENCE EDUCATION. THE DOCUMENTS INCLUDED REPRESENT RESEARCH REPORTS, RESEARCH REVIEWS, CONFERENCE REPORTS, POSITION PAPERS, TEXTBOOKS, MANUALS, SPEECHES, AND NUMEROUS OTHER TYPES. THE CITATIONS ARE CATEGORIZED IN ALPHABETICAL ORDER BY AUTHOR AND INDICATE THE AVAILABILITY AND THE MAJOR IDEAS OF THE DOCUMENT. GENERAL BIBLIOGRAPHIES HAVE BEEN OR ARE BEING PREPARED FOR OTHER SELECTED AREAS IN SCIENCE EDUCATION. ALL BIBLIOGRAPHIES WILL BE SUPPLEMENTED PERIODICALLY AS MORE DOCUMENTS ARE PROCESSED BY THE ERIC INFORMATION ANALYSIS CENTER FOR SCIENCE EDUCATION. (DS)