Responses to a three item questionnaire administered to 105 seventh grade students indicated that less than 40 percent favored greater individualization of their science classes. (PB)

Reports data on 135 students completing the first year of the Nebraska Physical Science Project (NPSP). Those students who were most successful in this integrated and individualized course perceived themselve(PB)

Students participating in the DISCUS program achieved a better understanding of science and improved their attitudes toward themselves, their teachers and the school than did non-participating students. (PB)

Presents a visual method for displaying the interrelationships between Piaget's work related to children's intellectual development and curriculum development based on an analysis of the processes of scientific inquiry. (PB)

Describes how a flannel graph can be inexpensively constructed and effectively used to teach the stages of cell division to junior high school science classes. (JR)

Students from two junior high school mathematics classes were assigned either to a treatment in which every homework problem was graded or to one in which a random half of the problems were graded. There were not significant differences between treatment groups on achievement after a six-week period. (JP)

Describes how the audiotutorial method of instruction can be used to simulate field trips in earth science. Each excursion takes the student, via slides, audiotapes, specimens and maps, to various parts of the world to observe and investigate phenomena associated with a particular aspect of earth science. (JR)

Mathematical Induction is used for direct proofs of many theorems; its logical equivalent, the Well-Ordering Property, replaced it to yield indirect proofs by contradiction. The author claims the later property is easier to comprehend and that it affords a non-geometrical example of proof by contradiction. (JP)