Tenth-grade rural students of low verbal ability were taught a biology lesson using one of three instructional adjuncts: an advance organizer, behavioral objectives, or a set of adjunct questions. Achievement scores showed no significant differences among the treatment or control groups. (MLH)

No significant differences were found for grade level, sex, or instructional treatment (activity-based curriculum vs. textbook approach) for third and fourth grade science students as measured by Piagetian Classification Tasks, the Science Attitude Scale, and the Science Achievement Test. (MLH)

Reports the results of a factor-analytic study of the Meyer Test, which measures various aspects of science interests and of attitudes toward science. The populations involved were 380 tenth-grade high school Israeli students and 680 0-level students in England. (MLH)

Twenty-three high school biology students using the Biological Sciences Curriculum Study (BSCS) Blue Textbook were administered a weight conservation and two volume conservation tasks. A majority performed below formal-operational level, indicating that these students would be likely to encounter difficuluty with BSCS Blue Version materials. (MLH)

Administration of a modified Learning Environment Inventory (LEI) to 27 high school classes (science and nonscience) on three separate occasions indicated that student perception of classroom environment as measured by the LEI is consistent over time. (MLH)

Preservice elementary teachers who were taught science process skills in a series of hands-on laboratory activities scored significantly higher on a paper-and-pencil instrument on science process skills than did a control group. (MLH)

Discusses quasi-experimental and experimental research methodologies for investigating the relationships among teacher behavior, teacher competencies, student achievement, and student attitude outcomes. (MLH)

Describes a study in which one group of ninth-grade biology students read supplementary scientific journal articles rated at a grade level of 12.7; another group read the same articles rewritten to a level of 9.1. A major result was that the rewritten articles increased reading rate and comprehension. (MLH)

College biology students attending an audio-tutorial center with high kinetic structure performed significantly better on achievement tests than students in a corresponding low kinetic structure laboratory. Gives numerous other findings concerning measurable aspects of audio-tutorial settings. (MLH)

Describes a validation study in which tenth-grade students received instruction on electric circuits using a learning hierarchy of concepts constructed from a task analysis procedure. (MLH)

Describes a study in which tenth-grade biology students who were low verbal performers scored significantly higher on achievement tests when provided with picture-word diagrams of biological concepts than when provided with block-word diagrams. Students and teachers also preferred picture-word diagrams as indicated by a questionnaire. (MLH)

Describes two experiments with science method students that showed that writing an essay favorable to a particular topic resulted in an attitude change toward that topic. (MLH)

Describes a validity and reliability study in which elementary and secondary school science teachers were administered the Moore Assessment Profile, designed to identify science teacher needs. (MLH)

Describes the procedures used to evaluate the effectiveness of the teacher education curriculum, Physics for Elementary Teachers, including the measurement of students' understanding of physics, understanding of science, and attitudes toward science. (MLH)

Discusses activities that occurred during an elementary science methods course, and the fact that the students' success in these activities was not correlated with measures of success in a classroom teaching exercise as determined by assisting teachers. (MLH)