Investigates the opinions of 991 Israeli junior high school students with regard to their choices and preferences of science subjects. Findings show that preferred subjects were chosen both from school curricula and from having agents outside the school. (HM)

Investigates whether an environmental program including an advance organizer component and a field experience results in an observable change in the environmental orientations of fifth- and sixth-grade students. Results show positive change. (HM)

Investigates the effectiveness of a structured learning game in overcoming learning difficulties encountered by Israeli students when studying the life cycles of fungi because of lack of structural conceptualization. The Fungi Life Cycle Game (FLCG) was used by undergraduate students enrolled in a phytopathology course. (HM)

Investigates the effects of teaching 120 first grade children specific strategies for nonvisual seriation on their performance on post-tests and retention tests. Results show that simple seriation can be learned and retained. (HM)

Investigates the cognitive functioning of 106 college freshmen using six paper-pencil Piagetian-based tasks. Results show that only 25 percent of the freshmen tested were reasoning at a formal level. (HM)

Examines the ability of Australian high school students to recognize definitions of 16 concept words associated with the theme, the nature of matter, and investigates the effect of selected variables on test scores for definitions associated with the theme in question. (HM)

Comments on the study reported by Lawson, Karplus, and Adi (1978) which indicated that formal schemata and propositional logic are not part of the same structured unity of mental operations proposed by Piaget. (HM)

Examines the effect of redundant verbal and pictorial cues upon the recall and retention of a technical vocabulary dealing with the human circulatory system. Deaf students are used. Visual mediation is found to have strongly positive affective and cognitive benefits. (Author/MA)

Investigates the influence of treatment and the interactions between treatments and selected pupil characteristic variables, with respect to pupil achievement and preference for treatment, and examines treatment-teacher interactions. Among the findings, this study suggests that students prefer to operate in less structured modes for the medium or…

Results of this study indicate that process skills instruction can significantly improve reading comprehension of preservice and in-service teachers. However, the data indicated no significant differences between preservice and in-service teachers' reading comprehension scores after completing process skills instruction. (MA)

Examines the influence of gender, reading level of student, and source of data on science concept formation and retention. Results indicate that reading level of students does influence science concept formation and retention, but gender and source of data (method of instruction) do not. (MA)

Examines the feasibility of using a time-series design intensively in a school situation. Investigates student attitudes toward a biology class using the operant single-subject design. Despite the developmental nature of this study, it demonstrates that the five-item semantic differential is a valid and easily used instrument. (Author/MA)

Findings reveal that students who are skillful in perceptual restructuring attain significantly higher mean achievement scores in science, in knowledge of science, and in the ability to apply what has been learned in unfamiliar contexts than students with low structuring ability. (Author/MA)

Examines the development and usefulness of the Elementary Science Teachers' Preferences (ESTP) test. Findings suggest that this instrument is useful and valid in determining differences between teaching preferences of teacher-centered and student-centered teachers. Findings also indicate that polarized labeling of teachers is inappropriate. (MA)

Studies the effects of student-structured (SSLS) and teacher-structured (TSLS) teaching strategies. SSLS students consistently exhibited lower frequencies of teacher dependency behaviors than TSLS students. Need affiliation results varied with the grade level of students. (MA)