Establishes the extent to which practical work in South African high schools varies with respect to factors such as gender of student, type of school, medium of instruction, and examination board. Investigates the relationship between experience of experimental work and pupil attainment as measured by matriculation grade. (Author/GA)

An instrument to assess specific attitudes toward humanistic teaching strategies as well as toward science teaching was designed. (Author/GA)

Attempts to identify certain characteristics of secondary science student-teachers and elementary science education majors regarding their attitudes toward the inquiry approach. (Author/GA)

Investigates the ability of secondary school students to discriminate causal explanations from teleological and anthropomorphic explanations (TAE), and explains that a significant improvement in this ability can be achieved by appropriate teaching procedures in a relatively short time. (Author/GA)

Points out that an aspect of Piaget's theory, the concept of stage, is being misrepresented through vague and incorrect use of the idea. (Author/GA)

Investigates the effectiveness of two conflict-producing procedures: (1) Peer interaction and conflict training; and (2) Teacher conflict training in promoting the development of logical thinking of fifth-graders as measured by the acquisition of conservation of area. (HM)

Investigates the effect of three models of teaching college astronomy on knowledge acquisition, based on the principles of kinetic structure analysis and the psychological concept of mass versus distributed practice. Results indicate that distributed integration is better than nondistributed integration in teaching certain fields in astronomy. (HM)

Examines how the performance of eight first-grade deaf students was modified by Science- A Process Approach. Applying Chi square analysis to individual performances showed that seven of the eight children achieved significant achievement gain. It is concluded that student learning is not dependent on language ability. (HM)

Analyzes using path analysis models, student attainment of the objectives of a first year university physics course. Four aspects of physics attainment are identified: (1) theoretical; (2) applied; (3) experimental; and (4) attitudinal objectives. (HM)

Investigated was the adequacy of a teaching-learning model for improving the level of achievement and attitudes of culturally deprived children in heterogeneous classes, while offering adequate learning opportunity to those who were not deprived. A seventh grade biology course on aquatic zoo ecology was developed for this model. (Author/HM)

A sample of ninth-grade students utilizing the Intermediate Science Curriculum Study (ISCS) and other materials was used to investigate the relationship between cognitive preferences and science process achievement. The three cognitive preferences examined were: (1) application; (2) memorization; and (3) questioning. (HM)

A total of 207 educable mentally retarded students was involved in this study. Investigated was the effects of the Elementary Science Study Curriculum (ESS) on selected science skills including communicating, observing and inferring. Multivariate analysis revealed that the ESS group performed significantly better than did the non-ESS group. (HM)

Investigates the visual resemblance sorting cognitive abilities of 120 Hawaiian and 100 Malaysian first-grade children using five booklets, each containing seven test drawings. Results revealed that the performance of the two groups was about the same. The difference in scores for four of the five booklets was not significant. (HM)

Reports on procedures utilized by the National Association for Research in Science Teaching (NARST) between 1974 and 1977 to define priorities for research in science education. (CP)

Contains recommendations for research priorities of the National Association for Research in Science Teaching (NARST) Study Committee. Promising areas in science education involving antecedent conditions; transactions, and outcomes are identified. Research styles and methodologies are also discussed. (CP)