| This investigation sought to explore the more obvious opportunities for teaching biological science for transfer at the junior high school level of education within one school system. Transfer was thought of as having two time orientations--one horizontal, one vertical. The horizontal orientation would be related to the association that students would be able to make from science to other subjects taken at approximately the same chronological time. The vertical orientation would be related to the association that students would be able to make from life science (biology) to the other sciences taken during the course of their school careers according to the guidelines for the science curriculum in this school system. The investigation also sought to elicit implications from the information gained on enhancing opportunities for transfer at the junior high school level of one school system and then to explore implications of the process that could be generalizable to other school systems.;The survey was administered in one school system to 38 science teachers including those in seventh grade life science, eighth grade earth science, ninth grade physical science, and high school biology; also included was a group of unified studies teachers.;The results were collected and analyzed, and interpretations and recommendations were made concerning the possibility of the learning of the concepts being transferred on a horizontal orientation (seventh grade life science and seventh grade unified studies) and on a vertical orientation (from one level of science to another, higher grade level of science).;Based on specific findings within the population of the study, conclusions and recommendations were made for further study by that population. The process of the study was recommended for broader use, and implications for in-service programs in other schools were developed. (Abstract shortened with permission of author.).;Eleven biological concepts were selected for use in a survey instrument. The purpose was to determine (a) the recognition of the concept, (b) the usage of the concept as related to its importance to each participant teacher, (c) the meanings (dimensions) of the concepts noted by the participant teachers, and (d) the context in which the participant teacher used the concepts in the classroom environment. |
