Presents a method of testing a class that is designed to reveal the level of thinking of the individual student in the context of the science instruction that he is receiving. (JR)

Assesses the physics, chemistry and biology content of the Nuffield Combined Science Course used in British schools by experimental testing to children's understanding of the course. A model by which the pupils' achievement is mapped to an estimate of their maximum Piagetian level of thinking is presented. (HM)

Reports on a study designed to ascertain the proportion of children at different Piagetian stages of development in the general population, in selective schools, and in super-selective schools. Advocates the use of developmental data in curriculum development work. (GS)

Presents an analysis of the conceptual demands of Nuffield O-level biology, outlines the teaching strategy of the course, describes the population for whom the course is suited, and relates possible instructional modifications for those pupils not ideally suited for the course. (GS)

Critical examination of the Teachers' Guide and Guide to Experiments and Questions Book in O-level Nuffield physics course reveals there may be disadvantages to the current organization when analyzed with psychological considerations. (PS)

Evidence is offered that the Levels of Attainment in Science in Britain's National Curriculum will be achieved by only the top 20 percent of 14 and 16 year olds, rather than 50 percent as planned. New teaching skills are presented as ways to alter this prediction. Success in improving standards is demonstrated in three examples. (Author/KR)