Science--Study and teaching (Secondary)

For 306 twelfth grade students, secondary science
achievement by sex, race, and socioeconomic status (SES) was
compared using analysis of variance (ANOVA), and the
relationship of a set of 22 predictor variables to science
achievement was investigated using multiple linear
regression. That the reduced regression model with its primarily
cognitive characteristics exhibited the highest significant
correlation coefficients in predicting science achievement
for low SES, black students is a finding that is at odds with
much of the current literature, as is also the finding that
females outperform males in science achievement. These
anomalies, along with the implications of differences in
science achievement based on sex and race, are discussed.

Changes took place in the science curriculum during the
1960's; the "classical" approach was discarded for laboratory
oriented courses. The courses were excellent for highly motivated
students but little was developed for the slow or basic
students.
This author found that in trying to develop a course for
basics, one must look at the students and develop a program around
their needs. They need to teel important and that they are not
failures.
This writer also found the teacher to be of prime importance
to the su.ccess of the program, strict discipline and lecturing will
not work with the basic students. The teacher must be willing to
remove failure from the classroom, make the material sufficiently
elementary, arouse curiosity, and make the material appealing and
relevant. A basic program must be based on a humanistic approach,
if the children are to learn.

It was the purpose of this study to describe the common factors at select high-performing high schools leading to student success in the Westinghouse Science Talent Search Competition. A review of the literature indicated that some high schools have a high success rate in producing Westinghouse winners. The identified factors were translated into administrative practices which may foster success in the Westinghouse Science Talent Search Competition. The instrument used to determine commonalities was a twenty-two item questionnaire that probed the nature and function of the school's science research program. In addition, six schools were identified for an in-depth case study. Among the findings of the study are the following factors present in each of the successful programs: (1) a highly motivated and talented teacher who promoted enthusiasm; (2) teachers with advanced degrees in science; (3) teachers who kept themselves abreast of recent advances by reading journals and periodicals; (4) teachers who were free from homeroom or bus assignments in exchange for running the program; (5) successful programs without exorbitant facilities or equipment; (6) interested and talented students; and (7) a variety of competitions in which students participated. The major conclusion reached is that the most important ingredient in administering a successful science research program is having an interested and talented teacher who is able to promote enthusiasm for and originality in science. The major recommendations for School Boards and Superintendents who wish to provide a successful science research program are as follows: (1) Identify gifted and talented science students who are afforded equal opportunity to science research programs; (2) Organize science research programs that are based at the district level; (3) Seek state funding that is targeted to those districts without the resources to provide library and laboratory experiences; (4) Encourage school administrators who observe the following guidelines: (1) Establish a policy which supports science research programs at the high school level; (2) Recognize the fact that not any teacher can fulfill this position. Therefore, identify and recruit teachers with the necessary enthusiasm and commitment to coordinate this type of program; (3) Delegate the responsibility for the program to the person selected; (4) Provide released time for the coordinator of the program; (5) Seek community support; (6) Evaluate the program and the coordinator periodically.