Reports a study of the cognitive preferences of 599 tenth grade students in physics, chemistry, and biology and the effects of sex and school type on outcomes. Findings indicate cognitive preference was the same for all three sciences, sex is not significant, and school type affects curiosity and utility outcomes. (SL)

Presents a student centered science curriculum model utilizing inquiry strategy and language rich experiences to develop student skills of questioning, thinking, speaking, listening, and reading. (SL)

Presents environmental education field exercises which illustrate the influence of urbanization on land surface. A practical example with the appropriate data analysis is included. (SL)

Reviews the Crustal Evolution Project (CEEP) for the development and evaluation of geology materials to supplement existing science curricula. (SL)

Reviews a two week teacher workshop addressing the problems associated with the science teacher's responsibilities and techniques to teaching basic reading skills in science classes. (SL)

Reports a study of the relationship between ability to perform science process skills and teaching behaviors of 169 preservice elementary teachers. Results indicate the level of ability to perform science process skill tasks is not related to teacher classroom behaviors consistent with teacher roles in new elementary science curricula. (SL)

Reports a study to determine if the formal capabilities of 81 elementary education preservice teachers would be enhoused from problem solving instruction with manipulative feedback or with pictorial feedback. Results indicate the manipulative mode was clearly superior in student attitudinal responses and achievement. (SL)

Reports a study utilizing self evaluation of videotaped teaching session by preservice secondary science teachers, on a ten point teaching strategy scale, from expository/direct to inductive/indirect, to assess the effects of microteaching and strategy analysis. Results indicate that systematic self analysis has a significant influence on teaching…

Reports a study of the effect of source of feedback on the attitudes and ability of 92 preservice elementary teachers to employ specific teacher behaviors. Results indicate that source of feedback, or no feedback, made no difference in the demonstration of specific behaviors. (SL)

Addresses the question: What criteria can educators use to judge the appropriateness of content and teaching procedures for the particular learners they are responsible for? Discussion includes theory base and a study of students. (SL)

Reports a study of 99 twelfth graders to determine the nature and extent of misconceptions in chemical equilibirum and its relationship to achievement on tasks involving concrete and formal thought. Results indicate assessment of the student's cognitive level of development should be attempted prior to introducing formal level chemical…

Presents a research study of 66 students in grades 9-12 to determine the validity of assessing cognitive level of development from a single task. Results indicate that one task is not an adequate and reliable measure of a scheme or of formal operations in general. (SL)

Presents a witty view of competency based teacher education degenerating into simple memorization of behaviors by students. (SL)

Discusses the problems of knowing what effects present day educational endeavors, such as compentancy based teacher education, actually have on students. (SL)

A sample of eighth grade Israeli pupils was interviewed to assess their understanding of some aspects of the particle model of matter. Results show that a significant position of the sample failed to internalize important aspects of the model. Reinforcement of these aspects in pupils' ongoing learning is recommended. (HM)