Determinants of parental guidance of children's television viewing for a special subgroup: Mass media scholars

This study examines the level and nature of parental guidance regarding revision exercised by mass media scholars. It also focuses On relationship of that guidance to beliefs the scholars here about the effects of television, to characteristics of the scholarship, and to basic demographic information.     

Science and technology related global problems: An international survey of science educators

This survey evaluated one aspect of the Science-Technology-Society theme, namely, the teaching of global problems related to science and technology. The survey was conducted during spring 1984. Two hundred sixty-two science educators representing 41 countries completed the survey. Response was 80%. Findings included a ranking of twelve global problems (the top six were: World Hunger and Food Resources, Population Growth, Air Quality and Atmosphere, Water Resources, War Technology, and Human Health and Disease). Science educators generally indicated the following: the science and technology related global problems would be worse by the year 2000; they were slightly or moderately knowledgeable about the problems; print, audio-visual media, and personal experiences were their primary sources of information; it is important to study global problems in schools; emphasis on global problems should increase with age/grade level; an integrated approach should be used to teach about global problems; courses including global problems should be required of all students; most countries are in the early stages of developing programs including global problems; there is a clear trend toward S-T-S; there is public support for including global problems; and, the most significant limitations to implementation of the S-T-S theme (in order of significance) are political, personnel, social, psychological, economic, pedagogical, and physical. Implications for research and development in science education are discussed.     

Scientific Literacy,Environmental Issues,and PISA 2006: The 2008 Paul F-Brandwein Lecture

In today’s world, scientific literacy has become essential to full participation of citizens. Certainly, important components of scientific literacy include resource use and environmental quality. The 2006 Program for International Student Assessment (PISA) centered on scientific literacy and included resources and environments as two contexts for the test and student questionnaire. The article first introduces PISA 2006, and then provides a general overview of results. Using two released units from PISA 2006, I then turn to results and a discussion of students’ science competencies and attitudes relative to environmental and resources issues. The article concludes with a discussion of educational policies for science education programs and teaching practices.     

The Teaching of Science: Content,Coherence, and Congruence

Journal of Science Education and Technology -