This project involves the development of a unit in science that integrates the use of technology in the problem-solving approach and the development of information literacy skills.

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No description available.

This study looked at fifth grade students' perceptions of the importance of twenty science, technology, and society issues and the relationships between these issues.

The goal of this project is to assist the teacher in integrating technology into a seventh grade science classroom, with an emphasis on the human body systems. Through the integration of technology into science education, this project aided in enhancing the learning environment, while motivating students to become more active participants in their learning experience.

This project was designed to integrate brain based learningprinciples and strategies into an existing curriculum being used in a science classroom for deaf students.

This qualitative study was conducted in a large north Texas school district. The subjects were four elementary teachers who had previously attended a summer aerospace education workshop. The researcher observed in each classroom during science instruction and other areas where aerospace concepts might be taught to determine material usage, practices, and perceptions associated with teaching aerospace. The teachers' lesson planbooks, textbooks, and supplementary materials were also examined by the researcher. Interviews were conducted with each teacher's principal and the district science coordinator to determine their effects on the practices and perceptions of the subjects.

Bibliography: p. [331]-349. / This exploratory study was conducted against the background of immediate post-apartheid South Africa in which the social upliftment and improvement of living conditions of all South Africans is regarded as of the highest priority. In a science- and technology-orientated world, science and technology is inextricably linked to this process. The purposes of this study were (a) to determine the level of scientific literacy of matriculants entering tertiary education in the Western Cape for the first time; (b) to describe patterns of scientific literacy levels with respect to selected demographic and other student background variables; and (c) to ascertain which student background variables appear to have the most influence in determining whether matriculants are scientifically literate or not. A survey was deemed to be appropriate for answering the above research questions. Underpinning the study was the development of a pool of scientific literacy test-items, from which a criterion-referenced, reliable, valid, and composite scientific literacy test instrument - the Test of Basic Scientific Literacy - could be constructed.

This study explored if there are differing beliefs and attitudes regarding working with students of multicultural backgrounds based on the content area specialties (i.e. biology, chemistry, Earth science and physics) of in-service secondary science teachers. The study was mixed methods and conducted in two parts. The first part focused on the use of quantitative statistical analysis to review the results of 152 respondents to a 54 Likert questions on the Survey on Multiculturalism in the Science Classroom (SMSC). The statistical analysis was followed up with qualitative analysis of interviews with 12 in-service science teachers representing the different content areas. Quantitative findings indicated that biology and Earth science teachers demonstrated similar patterns of responses in terms of comparative statistical analysis, network correlation diagrams, and general responses to the Likert items from the SMSC. Of the four content area groups, physics teachers demonstrated the greatest difference in their responses regarding multiculturalism. The results also showed that the beliefs and attitudes of chemistry teachers were correlated with those of physics teachers; this was not the case for biology teachers and Earth science teachers. Themes emerging from a qualitative analysis of the interviews included the following: a) In-service teachers have received little formalized training in regard to working with multicultural students; and b) Differences in teacher beliefs and attitudes reported in this study could be the result of diminishing representation of students from multicultural backgrounds in the different sciences, particularly as students move through a traditional progression from biology, to Earth science, to chemistry, to physics.

Bibliography: pages 83-106. / In 1984 Bybee used 262 science educators from 41 countries to develop an instrument for measuring their ranked priorities of science and technology related global problems. In 1995 the original Bybee scale was updated and clarified, and a new 15-item-version, the Le Grange Global Priorities Instrument (LGPI), was piloted, refined and validated. The new Le Grange Global Priorities Instrument (LGPI) was administered to 421 North Sotho, 433 urban Xhosa and 348 suburban Coloured high school pupils in the Northern Province and Western Cape Province respectively. The study is an enlargement of the work of Bybee and Mau (1986); Bybee and Najafi (1986); Ndodana, Rochford and Fraser (1994); and Le Grange, Rochford and Sass (1995) and it is to date the first one of its kind to be extended to school pupils. Data was collected during a seven month period from January to July 1995 as part of the normal class schedule, with the help of science teachers and school principals. The data gathered were analysed with the Statgraphics package available in the standard computer. More than 96 percent of the data gathered were used for this analysis.