Describes the development of two forms of the Checklist for Assessment of Science Teachers and their application to preservice teachers. Reveals that differences in classroom activities and student-teacher relationships are found between the treatment and nontreatment teacher groups, but not in teacher personal adjustment. (CC)

Studied the effectiveness of using a Piaget-based structured program to enhance correlative thinking of fifth, seventh, and ninth grade children. Concluded that ninth grade students profited from learning of logical operations although some had difficulty with the equivalence and reciprocal exclusion operations. (CC)

Studied the effectiveness of using a structured set of exercises to help sixth and eighth grade students in learning compensatory tasks. Concluded that students in the formal operations stage could benefit from training on logical operations. (CC)

Studied the effectiveness of using small individual molecular model kits to enhance achievement by university freshmen in a chemistry course. Concluded that students with experience of visualizing chemical concepts shifted their methods of learning from mere rote recall to critical reasoning. (CC)

Studied the effectiveness of using a prior knowledge of behavioral objectives in instruction to enhance ninth grade students' achievement in and retention of physical science learning. Concluded that the use of behavioral objectives was effective both in individualized and whole class instruction. (CC)

Criticizes Gene Glass' recommendations on the use of creative geniuses'' to mediate'' basic knowledge from allied sciences and to create curriculum materials. (CC)

Criticizes the Ring and Novak article in terms of factor identification, conclusion validity, and random nature of fact retention. Indicates that their reported evidence is insufficient to support the conclusions. (CC)

Presents information gained from a study designed to evaluate the effectiveness of providing students with behavioral objectives, with a secondary purpose being to evaluate achievement results across the first four levels of Bloom's taxonomy of educational objectives. No significant differences were found between knowledge and comprehension or…

Criticizes weaknesses in the Gagne research model for checking the validity of learning hierarchies, and proposes a new model which is designed to overcome these weaknesses. (JR)

Summarizes the results of three studies designed to determine whether Israeli middle and secondary school students have a stronger preference for the study of animals or of plants. (JR)

Presents a new method in test construction which augments an instrument's validity beyond that possible by standard procedures. (Author/JR)

Reports the results of a comparative evaluation of Harvard Project Physics (HPP) and non-HPP student performance, and demonstrates the ability of a new test construction paradigm to generate valuable feedback for curriculum developers, teachers, and students. (JR)

Reports the results of a study designed to determine the influence of five stages of instruction on the prospective teachers' ability to construct programmed science activities for fourth grade students. (Author/JR)

Reports the results of a study designed to test the importance of manipulative experiences with science materials in the attainment of science process skills for kindergarten and third grade students. (JR)