This study was designed to see if objectives accompanying test items increased cognitive learning. The results indicate that objectives accompanying pretest items facilitate student study and preparation for posttests, but objectives accompanying posttest items inhibited performance. (BR)

Identifies some errors commonly committed when educational research results are reported. (BR)

Studied the relationship of teachers' I/D ratio to their students' achievement and retention of learning in senior high chemistry and junior high general science classes. Concluded that the student score on a standardized achievement test was dependent on the teacher I/D ratio as measured on Flanders scale. (CC)

Describes the development and testing of an instrument for use at the eighth grade level to measure four science processes: observation, inference, verification, and classification. Indicates that the two forms of the instrument are average in reliability and high in factor validity. (CC)

Studied relationships between behavioral performances in cognitive and affective domains for 28 high school biology classes with instruction at three different levels. Analyses of students' test scores illustrated the presence of a possible inverse relationship between the cognitive and affective development. (CC)

Studied the similarity of the astronomy portion in five science textbooks at the fourth through sixth grade levels by comparing students' responses to text authors' requirements. Concluded that the texts had more in common across grade levels than within grade levels. (CC)

Studied the effects of the inquiry strategy method on the styles of categorization of 92 students, using results from the Sigel Cognitive Style Test administered in 1966, 1970, and 1971. Concluded that the inquiry-exposed groups were found to be significantly more analytical than the comparison groups. (CC)

Studied the effects of eighth grade students' cognitive, motivational, personality, and classroom interaction characteristics on their academic achievement, attitudes toward science, and socio-metric measures. Concluded that a specified combination of student traits and teacher attention could lead to different unintential consequences in science…

Studied relationships of achievement motivation, information status, and group discussion arrangements to risk-taking behaviors for six high school biology classes, using the Extremity-Confidence of Hypothesis Test and Risk-Taking Verbal Observation Scale. Concluded that risk-taking was a multidimensional trait and might be influenced by…

Studied the effects of aptitude variables on learning from programed science material preceded by three differently structured advance organizers. Concluded that the structural properties could benefit low ability fourth-grade students in developing an adequate conceptual scheme for organizing material. (CC)

Studied the utilization and effectiveness of a televised science series in 54 first through fourth-grade classrooms, using multiple category systems to analyze the questioning behavior of studio and classroom teachers. Concluded that questioning behaviors of teachers with or without the teachers' manual was influenced by the TV broadcast. (CC)

Summarizes major findings of the Harvard Project Physics research and evaluation activity, including data gathering techniques, descriptions of teacher characteristics, information about student responses and learning environments, and final evaluation year results. Indicates that the evaluation program is characterized by considerable research on…

Determined was the effect of autotutorial instruction in the laboratory portion of a general biology course designed for nonbiology majors. Results indicate positive effects in enrollment, increased retention, and improved student achievement. (CS)

Described is the development of a test battery measuring nine enquiry skills in three general areas: using reference materials, interpreting and processing information, critical thinking in science. Validation data are reported from the administration to a large sample of junior high science students. (CS)