This study describes strategies fifth- and sixth-grade children used to solve the problem of determining how to control a "vehicle" they "drove" by pressing particular keys on a computer. The problem involves identifying or discovering a set of cause-effect relationships. (Author/JN)

Offers a critique on some of the papers on computers in science teaching that were presented at the 1985 National Association for Research in Science Teaching meeting. Implications for the conduct of research on computers in science learning are also suggested. (JN)

The substance of a commentary (SE 539 500) is a criticism of the over-generalizations by authors of computer-assisted instruction papers at the 1985 annual meeting of the National Association for Research in Science Teaching. This reaction attempts to examine the validity of the criticisms made in the commentary. (JN)

Reported is a study which investigated reasons responsible for the lack of enthusiasm among junior high teachers in implementing a new biology curriculum in Israel. Identified variables related to high expectations set at the ideal level, the greater role given to verbalization, and mechanical or routine implementation approaches. (ML)

Discusses a study which examined the attitudinal and subjective norm variables which impact the behavioral intentions of preservice elementary teachers. Results suggest that measuring preservice teachers' attitudes toward science cannot adequately predict nor provide a satisfactory explanation of their science teaching behaviors. (ML)

Reviews the neural modeling principles of learning, perception, cognition, and motor control, discusses their applications to sensory-motor problem solving, and explores possible relationships between that pattern of problem solving and aspects of higher order formal operational problem solving. Cites implications for science education. (ML)

Presents study findings which explored the effect of teacher reasoning level and teaching style preference on improvement in student-reasoning ability. Reports that students of concrete operational teachers and of inquiry teachers showed greater gains in reasoning ability than students of formal operational teachers and of expository teachers. (ML)

Reviews an investigation of the effects of problem format and the number of independent variables on the responses of students to a control of variables reasoning task. Results indicate that adding independent variables to a control of variables reasoning problem leads to an overload of working memory which affects performance. (ML)

Designed to refine and extend the procedures and analyses of prior science teacher competency research, this study focused on the competencies perceived as important to effective science teaching. Included are explanations of the research approach, instrument development, sampling populations, and educational implications. (ML)

Reviews a study which examined the effects of types of feedback and diagnostic testing on learning from text aided by a diagnostic/prescriptive instructional strategy. Significant differences in instructional time and learning efficiency were observed from participating undergraduates (n=150) which were not linearly related to feedback complexity.…

Examined the relationship of attitude toward science, spatial ability, mathematical ability, and scientific personality (measured by the Myers-Briggs Type Indicator) on the achievement of eighth-grade students (N=98). One finding noted is that males and females with science grades of C or D had the most characteristics not associated with science.…

Assessed knowledge and attitude changes resulting from home viewing of a Cousteau Society documentary on marine mammals and compares these changes with those resulting from a science teacher's presentation on the documentary's script. Results show increased and retainable knowledge and temporary change in attitudes among ninth-grade students.…

A remedial instructional strategy (developed and implemented in ninth-grade physics classes) was found to significantly affect low/mixed ability students' achievement. The method was developed on the basis of a needs assessment of students' backgrounds and a detailed task analysis of the physics course's cognitive demands. (JN)

Lawson's test was used with 66 ninth grade and 63 tenth grade students. Results show: that boys outperformed girls; a small correlation between achievement in science and mathematics and the Lawson test; and that Israeli students achieved significantly higher than United States students on the Piagetian skills measured by the test. (Author/JN)

Examined personality (persistence, future orientation, and the tendency toward reckless/rash behavior) and cognitive factors related to success or failure in college science courses. One finding noted is that both men and women were more apt to attribute their success to effort/ability, and their failure to the difficulty of a task. (JN)