Studied the effect of value sheets (short lessons on current environmental problems accompanied by a series of questions) on high school students' expression of environmental attitudes. Found that the value sheets did not change the attitudes of students in the experimental group as measured in the study. (MLH)

After receiving creativity instruction in how to approach laboratory problems, a group of college chemistry students made significant improvements in both laboratory technique and creativity as shown on an instrument designed for this study. (MLH)

A group of students from grades four through twelve were tested on ten binary operations in four truth conditions. It was found that propositional operations which had greater inclusiveness or breadth of concepts were more difficult to comprehend. (MLH)

Two groups of high school junior chemistry students studied a science unit either at their own pace using programed instruction materials (treatment), or in a teacher-paced, lecture section (control). Test results showed that the treatment group performed significantly better. (MLH)

Seventeen structure-of-intellect (SI) abilities were tested as predictors of success in a Conceptually Oriented Program in Elementary Science (COPES) unit. Three SI abilities involving convergent productive thinking and one involving divergent productive thinking were shown to be significant predictors. (MLH)

Students were classified as formal or concrete-operational using a battery of Piagetian tasks, a biology content examination, and a nonscience content examination. Based on the results it was concluded that Piagetian tasks are relatively content-free and can serve as realistic indicators of concrete and formal thinking abilities. (MLH)

Investigated whether there was a difference in achievement between ninth and tenth grade students upon completion of a year of biology. A comparison of mean scores on the final examination showed there was no significant difference between grade levels. (MLH)

The following variables were correlated with attitudes toward science: school type, future specialization, curriculum, sex, achievement level, and cultural background. Only the curriculum variable did not correlate significantly. (MLH)

Sixth-grade students received both structured and unstructured instruction on a physical science activity. Using test results, an analysis by treatment alone indicated that subjects achieved higher scores when taught in the structured mode. However, significant interactions of variables (type of activity and teacher) were also found. (MLH)

High school students were administered attitude tests with variations in wording (strong or mild) and stance (positive or negative). Resultant data showed that the positive versus negative item structure influenced student responses more than mild versus strong wording. (MLH)