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Research conducted at the University of Oklahoma in the Spring of 1971, has provided data from which one evaluation can be made of the elementary science curriculum developed by the Science Curriculum Improvement Study (SCIS) [2]. Since its origin in 1962, the project has invested over four million dollars in developing this new science curriculum [1]. Because of the large amount of public money invested and the fact that many schools are currently using the SCIS program, one would expect the availability of much evaluation data. That, however, is not the case. Several evaluations have been made of the SCIS, but most of them have been based on criteria not necessarily related to the structural aspects of science as a process. In other words, the SCIS program has not previously been widely evaluated as a science curriculum and because of that, the science educator has had difficulty in determining its science value. The present evaluation[5] made of the SCIS program (the Oklahoma study) is based on whether the children experiencing it are achieving its process objec-The overall objective of SCIS, as stated by the developers, is to develop scientific literacy which is described as being a blend of knowledge, skills, and attitude [3]. It was on that description of the SCIS program that the operational logic of the study was based. The investigators reasoned that scientific literacy could be achieved only if the learner was competent in the ability to exercise scientific processskills. Specifically, the research was designed to determine the adequacy of the SCIS program for developing the learner's ability to functionally utilize selected processes of science, i.e., the ability to observe, classify, measure, experiment, interpret, and predict. The procedures and results of that study are reported here.

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