This paper is an analysis of the available literature to ascertain the use of models in science education research. The necessity and value of such schemes, procedures appropriate to develop relevant models, and the criteria for evaluating such models are discussed. (Author/MA)

Examines the effects of a continuous schedule vs a partial schedule of feedback on learning. The feedback takes the form of grades and comments on laboratory reports in a grade eight laboratory-oriented program. (GA)

Investigates the effect of using broadcast ITV to teach inquiry-oriented science lessons upon the criteria of selected verbal behaviors of K-3 teachers and students. (GA)

Examines a number of factors that might influence performance in a college laboratory chemistry course. Compares the achievement and time for students doing a simulated or a laboratory experiment. Tries to identify differences in performance for students of different aptitude and possible interaction between types of experiment and student…

Investigates whether the formal schemata and propositional logic are acquired gradually across age during adolescence, in agreement with Piaget's logical analysis of the structure of formal thought, or acquired in wholesale spurts, thus disagreeing with Piaget's theory. (GA)

Investigates whether information about new National Science Foundation sponsored elementary science curricula was not being effectively communicated to the appropriate persons, thus hindering the selection and adoption of those curricula. (GA)

Investigates the existence of a differential set of characteristics, so that students can be categorized with respect to achievement and work styles. (GA)

Explores the relationship between a set of science-related attitudinal outcomes and student perceptions of the classroom learning environment. The attitudinal outcomes investigated were student attitude to four sources of information: experiments, experts, books, and teachers. (Author/GA)

Investigates the effect of cue specificity on the transmission of information and learning through the use of graphical materials in science. (GA)

After learners of varying ability levels were provided with different types of remedial assistance, the effects on short-term cognitive achievement, retention, and attitudes toward instruction and subject matter were investigated. (Author/GA)

Identifies both, the priority perceived needs common to all science teachers, and the relationships between those needs and selected teacher variables. (GA)

Assesses the predictive validity and reliability of the Subject Preference Inventory (SPI) as a measure of science preference. Concludes that the SPI is a valid and reliable science preference measure with preservice Elementary teachers. (Author/GA)

Investigated if the attitude of science students can be predicted from their nonverbal behavior. (Author/GA)

Investigated was the relationship between tenth grade biology students' self concepts in science and their mental abilities, gender, and measures of science achievement. (Author/GA)

Examines the feasibility of intensive instruction (II) in either the observation of details or hypothesis generation, utilizing a discrepant event filmloop, as a model for improving the open exploration skills of ninth graders. (Author/GA)