Described is a pilot study at North Carolina State University that assessed introductory science education students' reactions to the effectiveness of three instructional techniques (small group discussions, role-playing, and computer-based simulation) in dealing with incidents of classroom management. Conclusions indicated no statistical…

Described is a study which replicates one conducted four years before in which data were collected on junior- and senior-high science teacher perceptions of their teaching skills and their school conditions. Results show that teachers' perceptions have become more favorable since the original study. (CS)

Identified and ranked in this study are such teacher competencies for successful implementation of the ISIS program as: uses a variety of instructional strategies, promotes individualized instruction, provides humanistic learning environment, controls the classroom, and organizes the classroom to facilitate instruction. The appendix lists…

Presented is an experiment investigating children's awareness of regularities in physical phenomena and their capacity for expressing these regularities. Hypothesized and confirmed is that children can use statements with the form and purpose of a physical law. Cartoons related to Archimedes' principle (and connected gravitation and fluid…

Reinterpreted are findings obtained from cognitive preference test (CPT) literature and the author's personal research, in which the author states that data lend themselves to alternative explanations, not necessarily connected with cognitive preferences, and perhaps related more to "familiarity with content." Several suggestions for further CPT…

Investigated and confirmed is a correlation between grades awarded on the basis of students' ability to respond with higher-order cognitive processes in college biology classes and performance on Piagetian-type tasks, in which cognitive style dimension of field dependence-independence was assessed for each student. (CS)

Reported are results from two statewide surveys and additional interviews of teachers at all grade levels in elementary schools in New Hampshire. Data regarding time spent, methods, constraints, approaches, and services needed from colleges and universities indicate a shift away from science as a major part of the curriculum. (CS)

Identified classroom variables (teacher variables and classroom climate) which are related to changes in high school students' conceptions of the nature of science. Results discussed are based on data collected over a two-year period from 18 biology teachers and their 409 students. Implications for science instruction are addressed. (JN)

Compared 2,500 13- and 17-year-old students in the United States with 350 13-year-old and 340 17-year-old students in Israel using test items from the 1976 National Assessment of Educational Progress (NAEP) efforts. The study was designed to examine the results of school science upon affective outcomes of instruction. (JN)

Identified factors associated with college students' interest in science and mathematics and if these factors differed for men and women or for Blacks and Whites. Results are based on a 78-item questionnaire completed by 2,046 junior/senior students who participated voluntarily in the study. (JN)

Determined if a relationship exists between direct and indirect verbal influences of the teacher and (1) students' achievement in biology and (2) students' level of class participation. Results show that students in an indirect group achieved better and participated more in class activities than students in a direct group. (JN)

Determined if listing thoughts evoked after exposure to arguments presented in a two-sided persuasive communication serves to enhance attitude change and if the number of favorable thoughts listed by preservice elementary teachers following exposure to persuasive communication are related to their changed attitudes toward energy conservation. (JN)

Students from 15 intact classes in grades 6 and 7 (N=142) from suburban schools in Perth, Australia, were used to investigate their time on task and achievement in process-oriented lessons. One finding noted is a positive relationship between achievement and student reasoning ability and engagement in planning and collecting tasks. (JN)

Determined if the number of operational questions asked by fifth- and sixth-grade students (N=72) increased by teacher modeling or by practice at writing such questions. One finding is that students experiencing two types of teacher modeling asked more operational questions than students in a control group. (JN)

Determined that graphic organizers are effective in increasing the achievement of sixth-grade (N=235) and seventh-grade (N=220) middle school students who used the organizers. Reasons why the graphic organizer enhances student learning and is an effective and practical teaching strategy are also discussed. (JN)