The meanings of eight science terms (volume, organism, motion, energy, molecule, cell, enzyme, fossil) were studied by 9-, 13-, and 17-year-olds. Results indicate that the schools were ineffective in increasing numbers of students who mastered these terms between seventh and eleventh grade. Reasons for this finding are discussed. (Author/JN)

Data collected in the 1976-1977 National Assessment of Educational Progress survey of 17-year-olds was used to reanalyze the hypothesis that there are affective determinants of science achievement. Results show that motivation, anxiety, student choice, and teacher support account for most of the correlation between affective determinants and…

Evaluates the attributes of a microcomputer software package as a supplement to chemistry instruction. Reports higher scores among the students in a control group. Discovers no significant interaction between treatment and development stage. Discusses several implications for further research. Provides the General Chemistry Test and error analysis…

Examines science textbook language and determines some characteristics of them: distant authorial voice, concern for precision, limited context, limited syntax, and rhetorical model. Suggests three further researcher needs. (YP)

Outlines a procedure used to develop a written diagnostic instrument to identify misconceptions and misunderstandings of the chemistry topic. Reports the characteristic data for the instrument, and student understanding of covalent bonding and structure. (Author/YP)

Investigates whether enriching text with analogies, similes, and metaphors has an impact on student cognitive learning and attitudes. Reports no gain on achievement, negative gain on attitude, no gain on proposition recall test, and negative gain on student attention to the text. (YP)

Examines 11 elementary science texts in terms of conceptual structure and reasoning demands using concept maps. Reports that (1) the conceptual structures vary widely across texts; (2) most of the structures are well defined; and (3) the reasoning demands are above the developmental capabilities of most of primary-level children. (Author/YP)

Explains science teachers' perceptions and decisions about the development and implementation of a science/technology/society curriculum. Discusses the teacher interviews based on teachers' decisions. Summarizes five themes: concerns over content, discomfort with grouping, uncertainties about evaluation, frustrations about student population, and…

Investigates the remediation of misconceptions through application of Gagne's hierarchical learning theory. Uses stoichiometry, food levels, and conservation of mechanical energy as the target concepts. Reports that there was no treatment effect in analysis of covariance using pretest scores as a covariant. (YP)

Surveys most important intellectual abilities for physics students. Found four factors: visualization; mathematics; logic; and problem solving. Explores the variations between respondent classification (researcher, teacher) and student goal (physicist, scientifically aware layman) on the ratings. (Author/YP)

Explores the relationships between seventh-grade students' misconceptions of genetics and natural selection and four cognitive variables: reasoning ability; mental capacity; verbal intelligence; and cognitive style. Reports that only the reasoning ability was significantly related to the number of misconceptions. (Author/YP)

Describes a computer program presenting four genetics problems to monitor the problem solving process of college students. Identifies three main areas of difficulty: computational skills; determination of gametes; and application of previous learning to new situations. (Author/YP)

Investigates the influence of five cognitive variables on high school students' performance on balancing chemical equations by inspection. Reports that reasoning, restructuring, and disembedding variables could be a single variable, and that working memory capacity does not influence overall performance. Results of hierarchical regression analysis…

Identifies an induced incorrect generalization as a generative cause for the formation of misconception. Analyzes students' protocol of an exploratory learning experiment about the laws of reflection of light. Suggests recommendations for textbook, teaching, and practical work. (Author/YP)

Investigates specific strategies and activities used by two chemistry teachers to enhance student understanding of chemistry at the 11th- and 12fth-grade levels. Discusses teacher characteristics, class activities, classroom management, and monitoring for understanding. (YP)