Reports a study of the effects of teaching the Elementary School Sciences Program (ESSP) on attitudes towards science of elementary school teachers. (SA)

Investigates two evaluative hypotheses related to test item sequence and the performance of the students who take the tests. (SA)

Investigated were the science attitudes of preservice elementary teachers when "professionally related activities" were incorporated into a science laboratory course for elementary education majors. (Author/SA)

Factors which influence the interaction between teachers and students in the classroom were studied. The possible effects of age, expertise, class size, grade level, and subject area on the level of self-concern expressed by student teachers were investigated. (Author/SA)

Describes a study to determine whether preservice teachers with training in science process skill instruction can improve their knowledge of and ability with process skills as well as improve their ability to sequence process skills. (Author/SA)

Reported is a study designed to estimate reliability of a Q-sort self-concept instrument for science teachers and science students. (Author/SA)

Discussed are the influences of a student's gender, grade level, country of origin, and urban/rural environment in performance of proportional and combinatorial Piagetian tasks. (Author/SA)

Examines the transition from concrete to formal thought in Piagetian theory. The questions investigated relate to the abruptness of the transition period, the simultaneity of changes across schemes, and the influence of one scheme of development on another. (SA)

Describes an investigation of preservice elementary teachers' ability to improve in proposing scientific problems for their pupils. (SA)

The effects of a lecture-only biology course and a lecture-laboratory biology course on the attitudes and achievement of community college students were compared. (SA)

University students given performance objectives, diagnostically tested, and given immediate feedback are compared with students who receive no objectives and are not diagnostically tested. Students' attitudes toward instruction are evaluated following diagnostic testing. (Authors/SA)

The results of testing a theoretical model for laboratory psychomotor skill development are described. Research implications for fine motor learning in the chemistry laboratory are given. (Author/SA)

Explains the results and findings of the Cognitive Analysis Project (CAP) which was used to evaluate the intellectual development of children from grades 10, 11, and 12 by analyzing the use subjects made of written language in solving problems and explaining phenomena. (HM)

Investigated the effect on achievement and retention of providing students enrolled in a grade 11 biology course with precisely stated learning outcomes prior to instruction. Results show that the experimental group performed significantly higher than did the control group on both tests. (HM)

Investigates the cognitive and social aspects of a mainstreamed setting for deaf children. Twelve mainstreamed deaf subjects, placed with nonhandicapped children in an elementary school, were compared with nine resource deaf subjects. The reactions of nonhandicapped to handicapped children was also assessed. Results of cognitive tests showed no…