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Today's literature on the psychology of learning points out that intelligent learning is the formation of concept structures communicated and manipulated by means of symbols. The study presented in this paper examines the learning of biology by means of unguided viewing of television using two different television symbol systems: story animation and documentary. The Story Animation Code consists of unusual complex illustrations and the Documentary Code is made up of scientific symbols--models, schematic drawings, and other drawings used in the teaching of science. Results demonstrate the educational potential of television in out-of-school situations. Viewing television broadcasts presenting biological concepts resulted in a significant improvement in knowledge. Gain, calculated by posttest minus pretest scores, was found in both codes and the students were equally sympathetic to them. Better knowledge gain and more positive attitudes were found towards the story animation code, but the gain was also accompanied by misconceptions. Results support the theory that perception of the visual field does not depend merely on sight-related factors. Even when no similarity exists between the pictorial representation and reality, a series of inferences can still be drawn from the picture by using the information it contains about itself. (Contains 16 references.) (AEF)

Although curriculum development ideas suggested by Doctor of Philosophy and Master's students have received little attention in the curriculum literature, they have existed for some time and have been gaining momentum. In Israel, a high proportion of the science education dissertations has involved curriculum development. A review of curriculum development dissertations worldwide has identified the following types: (1) new topics for university-level education; (2) new topics for high school; (3) innovative instructional strategies; (4) combination of new topics and new strategies; (5) teaching difficult concepts; (6) teaching special student populations; and (7) identifying and overcoming student misconceptions. A review of 104 Doctor of Philosophy and 56 Master's dissertations indicates that, in Israel, most dissertations belong to types 3, 4, and 5. Despite some limitations in scope, curriculum development dissertations were found to have considerable merit, including the review and assessment process that guarantees quality control. These dissertations can be an inexpensive way of producing innovation and stimulating further research. Products of these dissertations have a relatively high potential for actual use. One table lists dissertation distribution frequency. (SLD)

The use and analysis of student generated propositions linking two scientific concepts (photosynthesis and respiration) were examined before and after the study of photosynthesis. A proposition-generating task (PGT) was used as a diagnostic tool to indicate student misconceptions and partial understandings. Focus was on determining: how the nature of the link between photosynthesis and respiration changes following instruction, and teachers' attitudes toward the PGT. A sample of 11th-grade and 12th-grade biology students participated in an evaluation of a curriculum for teaching photosynthesis and related concepts. One group of subjects (n=516) studied photosynthesis using the experimental materials, while a comparison group (n=147) studied photosynthesis using regular course materials. Students were asked to write propositions showing the relationship between photosynthesis and respiration before and after instruction. Propositions were grouped into categories reflecting understanding of the concept. Instruction with the experimental materials resulted in a decrease in major misconceptions, an increase in the frequency of goal concepts, and an increase in evidence of student understanding. The task was also well-received by teachers as a diagnostic measure. Four tables, one figure, and an 18-item list of references are provided. An appendix contains examples of student-generated propositions. (SLD)

A great number of misconceptions in diverse subject areas as well as across age levels have been documented and described. Photosynthesis is one of the more intensively studied areas in biology. The purpose of this research was to carefully select and define misconceptions about photosynthesis needing remedial efforts. To achieve this, a specially designed paper-and-pencil test was administered to 285 students in grades 11 and 12 who had previously completed a study of photosynthesis just prior to the test. Analyzed in this paper were the results of the limiting factor activities, and items which tested the concept of the relationship between photosynthesis and respiration. It was found that even though these students were familiar with the concept of limiting factors, they had trouble applying it in everyday life; the students' understanding of the latter concept was as a gas exchange rather than as a biochemical process. Recommendations for the production of remedial materials are provided. A list of 21 references is included. (CW)

Scores of high school students responding to the same biology cognitive preference test using both normative and ipsative procedures were compared. All subtests, whether ipsative or normative, had high alpha Cronbach coefficients. A number of similarities were found in the mean scores obtained by the two procedures, as well as moderate positive correlations in each of the cognitive preference areas. It was concluded that when ipsative scores are preferred in terms of the construct validity of cognitive preference tests, the danger of distorted relationships is not severe. This conclusion has significant implications for the findings of a number of previous studies. (Author)

The history of the use of laboratory work in teaching science is traced from the 18th century to the present laboratory-centered curricula. Major rationales and objectives for laboratory work are presented, and different types of laboratory activities are discussed from the standpoint of learning theories and research findings. Also discussed is the use of the laboratory in various science disciplines, and the use of vicarious experiences as a substitute for laboratory work. An extensive bibliography is included. (MH)

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. Teachers were also asked to identify their sex, the type of school (agricultural, kibbutz, comprehensive, city academic), and curriculum used (BSCS, traditional, mixture of both). One hundred eleven complete inventories were returned. Data were analyzed using t-tests and the Chi-square method. Among the major findings were: (1) those teachers using the BSCS materials exhibited attitudes more favorable to BSCS philosophy and rationale than did teachers using traditional materials, with increased experience in using BSCS resulting in increasingly positive attitudes; (2) the BSCS program was most highly regarded by teachers in rural-kibbutz schools and least highly regarded by teachers in city academic schools. (Author/PEB)

In evaluating whether the laboratory guides for Project Physics and for PSSC are consistent with the goals of their designers in demonstrating the interplay between experiment and theory in the development of physics, a system was developed for analyzing physics laboratory investigations, and the laboratory activities in the "PSSC Physics Laboratory Guide" were compared to the "Project Physics Course Handbook" according to the proposed system. All experiments (N=96) in both sources were analyzed with an 18-item task analysis instrument and a 10-item instrument identifying the integration of the laboratory work with other components of the course. Tables listing various comparisons of the two texts are provided. Results confirm that the developed instrument is useful in analyzing physics laboratory manuals and that, although both texts exhibit progress in the development and utilization of laboratory activities, there are deficiencies in the development of experiential awareness of scientific inquiry. (CS)

This study, an extension of previous studies, compared the views of freshmen college biology, chemistry, and physics students (N=229) with those of high school seniors (N=437), focusing on: (1) interest in different high school topics; (2) nature of high school laboratory experiences; (3) use of innovative instructional strategies in high school; (4) attitudes toward components of the matriculation examination; (5) suggestions regarding changes in high school science studies; (6) perceptions (college) and expectations (high school) of the contributions of high school experiences to studies in college; (7) relationships between nature of high school experiences and perceived help in college studies; and (8) relationship between self-reported perceptions and actual levels of retention of knowledge and achievements in college biology. Results show, in general, a high level of agreement between responses of high school and university students. High school biology came out as significantly more inquiry-oriented, incorporating more laboratory work and perceived as more helpful than either chemistry or physics in the study of the perspective science in the university. It was demonstrated that the nature of high school experience does exert significant effects on the learning of and achievement in science at the university. (Author/SK)

This study was designed to analyze the process of curriculum development adopted by developers in language arts, biology, and geography, in a centralized educational system. Specific objectives were to identify naturalistic models of curriculum development used in curriculum projects in Israel; point out relationships between contextual factors (such as location of development teams in universities or in the Ministry of Education) and the characteristics of the development process; and uncover elements of the personal, practical knowledge of the participants in the development process. Among the findings reported and discussed are those indicating that: (1) the average time of development of a project was 3 to 5 years; (2) almost all projects have engaged in formative evaluation; (3) all projects were funded by the Ministry of Education; and (4) although organizational characteristics of individual projects varied, several modes of operation could be identified. For example, two modes of cooperation and interaction (group interaction and linear mode of team work) were identified across all projects. One conclusion reported from analyses of the curriculum projects and from interviews with the curriculum developers is that there is not one naturalistic model of development; every project examined has its own special blend of characteristics. (JN)

Compares the authors cited in the index of the Handbook of Research on Science Teaching and Learning with those cited in the chapter on "Research on Teaching in the Natural Sciences" in the Second Handbook of Research on Teaching. Concentrates on the frequency of author citations and inferences that can be made on the basis of such data. (JRH)

Reviews four studies that provide empirical evidence in favor of the STS approach for students and teachers. Finds a positive effect from STS across the entire curriculum. (Author)

Identified strategies high school students (n=174) use in studying from textbooks and their relationships to selected environmental and personal variables. Found some students always use the same strategies whereas others study differently for different purposes. Most study longer for tests. Outlines were the most widely used study tool. (15 references) (Author)

Research and evaluation done in relation to the Israel High School Biology Project (IHBP) are summarized. The IHBP is located at a university and directed by university faculty but maintains direct contact with schools. The IHBP is characterized by its attention to ongoing evaluation. (SLD)

Representative samples of 10-, 14-, and 17-year-old Israeli students, about 2,000 in each, responded to background questionnaires and a battery of tests and scales concerning their conceptions of the nature of science and views about the scientific enterprise. A comparison is made between Israeli, British, and U.S. students. (LZ)

The performance of 254 Israeli twelfth graders on multiple-choice tests with positive or negative item stems was studied. For items requiring low cognitive reasoning, performance does not differ, but, for items requiring high cognitive reasoning, the negative mode is more difficult. Implications for test construction are discussed. (SLD)

Describes the Iowa science-technology-society (STS) models and goals. Characterizes and gives examples of using the STS approach in classrooms. Reports the results of four studies that have assessed the outcomes of learning with STS instruction. Identifies some problems concerning the future use of STS in schools. (PR)

Two dilemmas occur in studying Darwin's Theory of Evolution. One, concerning pedagogy, is solvable by offering theory basics in middle school and in-depth study in high school. Another, concerning faith, is extremely sensitive. The paper discusses successful approaches, noting the place of Darwin's theory in all-elective high school biology. (SM)

Describes the rationale and activities developed and tested by the Biology Critical Thinking project (BCT). Presents the project guidelines for developing activities, a list of skills selected as goals of BCT, instruments used in determining effectiveness of the activities, results of the pilot study, and a sample activity involving vitamins. (MDH)

Describes a study designed to achieve the following goals: (1) compare the perceptions of learning environment in biology and chemistry classrooms by Jewish and Arab students; (2) identify gender effects in the Arab sample on learning environments; and (3) compare the perceptions of Arab students in rural and city schools. (ZWH)

Science/Technology/Society STS) has been defined as teaching and learning in the context of human experiences. The STS movement has grown out of dissatisfaction with the curriculum reform of the 1960s and utilizes a problem solving approach that appeals to students' interests. This paper describes the STS approach and reports research results comparing STS and non-STS approaches to science instruction. The paper has six distinct purposes as follows: (1) to identify urgent problems related to school science teaching; (2) to describe how the STS approach can help solve these problems; (3) to describe the Iowa STS model and goals; (4) to give concrete examples of the use of STS in the classroom; (5) to report the results of four studies evaluating learning outcomes in STS courses; and (6) to identify some problems concerning the future use of STS. To meet these purposes, nine urgent problems related to the teaching and learning of science are identified and a discussion of how the STS approach would solve those problems is provided. Following this, a unique inservice teacher model to disseminate the STS approach called the Iowa Chatauqua Model is described. Five of the six major goals of this model are described in depth. Characterized as "domains," they are: (1) concept; (2) process; (3) applications; (4) creativity; and (5) attitude. The four studies assessing the impact of the STS approach on each of these domains are discussed next. The studies examined K-12 teachers (n=176) who had completed all aspects of the Iowa Chautauqua Program for 1988-89, and compared results of STS and non-STS students in grades 4-9 and student teachers in Taiwan. Results from the four studies indicated that no statistically significant differences were found in achievement in the concept domain. In the four other domains, strong differences were found in creativity and process domains for grades 4 and 5, in the application domain for grades 8 and 9, and for low ability students in the attitude domain. STS had a strong positive effect on the attitudes of females toward science. Finally, implications of these results in the areas of curriculum reform, assessment, STS, and the professional development of teachers are discussed and it is concluded that the four studies provide "hard" empirical evidence in favor of the STS approach for schoolchildren as well as for teachers. As regards purpose number 6, "problems," these are outlined very briefly in terms of activities considered to be important for future research. (Contains 33 references.) (MDH)

A survey examined Israeli biology teachers' (n=95 student teachers and 118 practicing teachers) understanding of biology. Discusses teachers' knowledge, pedagogical content knowledge, interest, and attitudes on characteristics including levels of biological organization; self-reported profiles; background variables; and differences between practicing and student teachers. (MDH)