There are two major points to this study. First, not all modeling protocals are equally effective in changing the investigative teaching behavior of teachers. Second, three-dimensional representation used in interpreting verbal interaction matrices should not replace the procedures of conventional analysis of such matrices. (Author/MA)

Evaluates the use of mass media to create awareness of the concept, action science, and of a facility, resource services. Results indicate that this project was not superior in creating awareness of the designated curricula during its period of activity, although it did effect an increased awareness overall. (MA)

Study included a survey of science educators related to the need to teach science, and a review of the literature on the learning theory approach to attitude change. Hypothetical models of a credible science educator and of credible communication were established by the study. (MA)

The purpose of this investigation was to test extensions of a model of concept learning. The investigators examined the applicability of a mathematical model to the learning of selected science concepts. Findings suggest that certain extensions of the model may apply for a complex concept identification task. (Author/MA)

The purpose of this study is to look for empirical support for the distinction between feelings and beliefs in a scientific attitude scale. Results support the distinction, though sampling error due to small sample size is cited as a possibility. (Author/MA)

Hypothesized that instructional methods employing concrete models and exemplars of a concept will lead to better student understanding at both the concrete and formal operational levels of cognitive development. However, concrete operational students did not profit from the instructional methods and results were not clear for early formal…

Results of this study indicate that science and social studies teachers have apparent attitude backgrounds that in many cases seem relatively strongly related to their subject matter backgrounds. Groups associated with science teachers were consistently more positive than those associated with social studies teachers. (Author/MA)

Investigated high and low entering behavior levels and different cognitive levels of behavioral objectives across four treatments. Findings indicated that preassessment of student knowledge is a useful educational tool and that educators should be cognizant of learning variables that interact in the learning process so that unfounded…

Findings indicate that students whose teachers support their competence to make classroom decisions, compared to students whose teachers do not, are confident and more committed to making classroom decisions. Students in a cooperative learning structure, compared to those in a competitive one, expect enjoyable and productive decision-making…

Findings of this study are based on questionnaire information completed by NARST members. Generally, the respondents are catagorized as a group for whom research is not a major activity. Research statements receiving the highest rankings include the acquisition and influence of teaching strategies and applying theory to classroom practice.…

This study explores the acquisition of proportionality by investigating the relationship between an understanding of proportionality and the development of cognitive structure in the domain of mechanics. (Author/MA)

The study's findings appear to indicate that the inclusion or exclusion of pictures in elementary science textbooks does not influence comprehension of the material. In addition, achievement levels appear to be an accurate predictor of the students' ability to comprehend the text. (Author/MA)

The purpose of this study was to identify a possible interaction between the cognitive style of the students and the instructional sequence of the materials and their combined effect on achievement. Findings indicate that interaction of cognitive style and instructional sequence is not significant in the ANCOVA. (Author/MA)

This study was designed to assess the effectiveness of one semester's instruction in science and mathematics, using an inquiry-based methodology, in facilitating cognitive growth in first year college students. Results indicated the inquiry approach did not promote cognitive growth in comparison with a more didactic or expository teaching…

Criticizes the practice of giving dependent-prone students more problem solving activities to change their behavior. Author responds that this alternative is better than a more didactic approach utilizing lecture-discussion or science reading. (Author/MA)