Value orientations of students were investigated as a function of measured intelligence, general academic average, chemistry grade and sex. Value orientations of teachers were investigated as a function of level of university chemistry preparation, level of teaching experience, and biology teaching involvement. (GS)

Data on understanding of selected biological principles and processes, critical thinking ability, and social aspects of science were collected and analyzed to compare two approaches to the teaching of a biological science laboratory. (GS)

Reports a study undertaken to determine the effect of the Science Curriculum Improvement Study (SCIS) on logical thinking. Evidence of logical thinking was measured as the ability to explain compensating variables that occurred in a cart experiment presented on silent 16 mm film. (GS)

Investigates the differential effect of an advanced organizer on the meaningful learning and retention of information presented to the learner in a sequential, structured program of individualized instruction. (Author/GS)

Examines the effect of three different modes of task orientation on observational attainment in practical chemistry. Results include the overall performance on the chemistry observation test and an analysis of the influence of the complexity of observational tasks on observational attainment. (Author/GS)

Discusses the necessity for considering significance level reversal when attempting to establish group equivalence prior to treatment. (GS)

A model constructed by combining nine theories relating wait-time, teacher expectations, equity and fate control to inquiry behaviors is described. Results indicate implusive students can be converted to reflective pupils by providing them with time to think and by allowing alternative answers. (BR)

The author proposes that science curriculums be altered from teaching specialized subject matter and that more time be devoted to applying the disciplines to practical problems as well as imparting competencies in inquiry and values and attitudes concerning evidence and argument, certainty and uncertainty. (BR)

Suggests the direction of educational research should be toward the cognitive processes of teachers, their capacities and limitations, in order to develop training programs, decision aids, record-keeping technologies and to develop in teachers the skills in adapting to learners. (BR)

The study investigates the usefulness of teaching science courses that have a commonality of subject matter and a sequential patterning of operations. Introductory Physical Science (IPS) and CHEM Study courses were compared. The results indicated IPS is a useful background for CHEM Study. (BR)

The study was designed to show the important role of communication in learning. It was postulated that a high-kinetic-structured lesson would facilitate a greater amount of affective learning than would a low-kinetic-structured lesson. The results supported the hypothesis. (BR)

The purpose of the study was to examine science interest and attitude traits in students subsequent to the study of chemistry using the Nuffield Chemistry Program and revised non-Nuffield study schemes. The results indicated the present non-Nuffield courses favor the formation of positive science interest/attitude characteristics more strongly…