Describes the Intermediate Science Curriculum Study (ISCS) instructional system and its underlying rationale, and outlines the planning and developmental procedures used to construct this individualized junior high school science program. (JR)

Describes the shortcomings of several indexes which have been used to make inferences about the validity of learning hierarchies and proposes a more satisfactory method of testing the validity of each hierarchical connection. (JR)

Reports the results of a study designed to compare the effects of inductive and deductive programmed instruction on students' achievement in high school chemistry classes. (JR)

Presented is a paradigm for science education research. The paradigm advances the reception learning theory, where regularities to be learned are presented explicitly to the learner. A tool for the study of knowledge production in science education, the Gowin "V," is presented. (RE)

The paper presents a discussion of a theory of intelligence which postulates that intelligence develops rather than that intelligence is an innate ability possessed in full measure at birth. Discussion of unresolved issues surrounding their theory is presented. The effect of such a theory on science teaching is discussed. (RE)

The paper focuses on problems science educators and researchers must face before the advantage of paradigms can be realized. Examples of the role of paradigms in physics research are presented. A critique of paradigm use in physics is presented. Future variations of paradigms for science education are discussed. (Author/RE)

The first part of the paper describes the nature of scientific revolutions and how paradigms of scientists drive these revolutions. Against their background, the second part describes studies of the impact of paradigm-based research on the classroom. The third part speculates on the likelihood of a science teaching revolution. (Author/RE)

The goal of the study is to describe the development and validation of a cognitive development test. The test fulfills the criteria of (1) logical equivalence of test items and the mental logic of Piagetian tasks; (2) reliability and validity of the group measure; and (3) efficient, objective assessment. (RE)

The study investigated specific student behavior in introductory and advanced college laboratories in botany, chemistry, geology, physics, and zoology. Behaviors were observed, described, and classified with no effort made to induce change, detail underlying conditions, or identify correlates. (Author/RE)

The two-phase study was designed to (1) create a means whereby preservice teachers could lengthen the time they allow for a student to respond after posing a question; and (2) to study the relationship of want-time as an independent variable and dialogue measure, as a dependent variable. (RE)

The paper documents experiments designed to compare essay and multiple-choice tests as means of testing science learning. Results indicate it is easier to score high on multiple-choice tests; some students substitute quantity on essay tests; and essay tests reveal weaknesses hidden by multiple-choice tests. (RE)

The paper divides achievement in chemistry into five independent factors: cognitive, affective, problem solving, routine manipulative skills, and observational modes. The study explores the relationship between student performance in these areas and their responses to a Cognitive Preference Test in chemistry. (RE)

The use of hands-on and of nonmanipulative training in process skills are compared to determine the effects on preservice teachers' knowledge of process skills, understanding of science, and attitudes toward science, science teaching and method of instruction. The results show a need for training teachers in process skills using an individualized…

Investigates the existence of differences in science teaching attitudes among college teachers, principals, preservice teachers, and teacher educators. Presents a series of implications resulting from the study. (SA)

The research reported in this article focuses on teachers' views of participating in curriculum development at the local level. A questionnaire returned by the randomly selected teachers provided data on the types of help desired by teachers involved in curriculum development, sources of help, and curriculum development activities. (SA)