Ohio's Model Competency-Based Science Program, 74

outcome expectancy, 36–38

paradigm, xvi, 11, 44–45, 137

participant-observer, 44, 51

parts per million, 56, 101, 111, 122

patterns of change, 53

philosophical, 22, 44, 148–150, 190

PhOLKS, xviii, 185

Physical Science, 74

Placebo-Hawthorne effect, 70

pluralistic, 3

plurality, xv

postmodern, xv, 192

post-Renaissance, 22

proficiency tests, xxv, 47–48, 64, 72–74, 79–80, 82, 108, 111, 113, 115, 117–118, 127, 132, 137, 139, 145, 147

pseudonyms, 49

qualitative approach, 63, 65, 68, 137, 195, 197

quantitative methodology, 44, 137

quasi-experimental, xxiv, 44, 58, 66, 137

reform initiatives, vii, 19–20

research groups, viii, 141, 153

research hypotheses, vii, 13

rote memorization, 6, 23

Salters Advanced Chemistry, 30

sample size, 65, 69, 138, 140, 156

scale and structure, 53

school district–adopted curriculum, xiii, 53, 105–106, 121, 145

science and technology for sustainability, xvi

Science Attitude Scale for Middle School Students, ix, 58, 61, 85, 137, 139, 165, 167, 195

science education, vii–viii, xv–xvii, xxi–xxiii, 2, 4, 6, 11, 19–21, 25, 29–30, 32–33, 35, 37, 39–40, 50, 52, 146, 148, 153, 185–189, 191–201

Science Education for Public Understanding Program (SEPUP), xxiii–xxiv, 52, 54–58, 83–84, 88–89, 101, 106–108, 111–112, 116–117, 121–122, 130, 136, 150, 194

science education reform documents, xxii, 2

science education reform initiatives, vii, 19

science for all, 9, 21, 36, 39, 54, 185, 191

science for society, 2

science for sustainability, xvi–xvii

science-technology-society, xvii, 195, 200

scientific

inquiry, 4, 35, 74, 146

literacy, 2, 4, 9, 21–22, 32

methodology, 7, 15

terms, xxv

selection maturation, 61

self-efficacy, 35

social dilemmas, xxii, 31

socially oriented literacy, xxii

sociocultural

competence, 33, 196

construction, xv

contexts, vii, 9, 11