Investigates the effect of modeling analogy on learning of the concepts of electricity in grade 6, 8, and 10. Describes 2 analogies (train analogy and thermal analogy) with diagrams and examples. Discusses the accessibility, transferability, and difficulty of each analogy. Reports treatment effect and some further implications. (YP)

Describes an intelligent tutoring system named MENDEL, including problem GENERATOR, TUTOR, student MODELER, ADVISOR, hypothesis CHECKER, and problem SOLVER. This software may be used by high school or university biology students as a tool for learning concepts and problem-solving strategies in transmission genetics. (YP)

Reported is a summary and review of over 300 research papers published in 1987. The review is organized into four sections: (1) "Learners and Learning"; (2) "Teachers and Teaching"; (3) "Curriculum and Instruction"; and (4) "Context and Settings." (YP)

Technological literacy including a meaning for both literacy and technology, the nature of technological knowledge, and the decision-making skills in a technological society are discussed. Suggested are implications for instruction both at the preservice level and the in-service level. (YP)

Criticized are the National Science Foundation (NSF) funded curriculum reforms during the post-Sputnik epoch. The parallels and contrasts between the proposals of today's NSF and those supported during the late 1950s and early 1960s are outlined. The proper role of a policymaking body in American education is recommended. (YP)

Assessed is the effectiveness of a science methods program for inservice elementary teachers at a small rural college in terms of participants' concerns and attitudes toward science. (YP)

Surveys 37 science education graduates from 1977 through 1983 who had not taught or had taught but left. Reports the responses of the graduates on 19 questions and follow-up interviews designed to determine why they did not teach or why they left. Low salary, lack of respect, and lack of professionalism are cited as the major reasons. (YP)

Described is physics education in Australia at the secondary level. Its origins based on British traditions and the influence of American thought and practice on its development are discussed. Implications for the future are examined. (YP)

States that the relationship between mathematics and physics in the first year college level might be similar for populations from different national and cultural backgrounds. Reports student responses in two schools on topics covered by a mathematics test. The similarities and differences between the two groups are discussed. (YP)

Described is a curriculum project developed in Germany. The importance of playing and gaming for the acquisition of cognitive and social capacities, the relationships among acting, reasoning, and learning in physics instruction, and the spheres of subjective experience are discussed. The framework and evaluation of the curriculum are outlined. (YP)

Israeli children's (kindergarten to grade nine) explanations about the water cycle are described. Reports the children's views about the source of clouds and the mechanism of rainfall. It was concluded that understanding evaporation is a necessary condition for explaining a mechanism of rain containing the ideas of condensation and heaviness. (YP)

Investigates high school students' understanding of the physical relationship of chromosomes and genes as expressed in their conceptual models and in their ability to manipulate the models to explain solutions to dihybrid cross problems. Describes three typical models and three students' reasoning processes. Discusses four implications. (YP)

Establishes taxonomic subclasses of application test items in the special case of the application of biological principles to familiar and unfamiliar, and agro-biological problems, in the framework of applied science teaching. Reports on the complexity of an application situation as a major criterion in the taxonomic subclassification. (YP)

Describes a model for the influence of educational environments on student attitudes and achievement. Tests the hypotheses that all parameters are invariant between two groups in quite different socio-economic areas. Reports path values among dependent variables and from independent to dependent variables. (YP)

Describes the background and 38 steps of the development of the Australian Science Education Project (ASEP) Curriculum. Discusses some implications and eight points using formative evaluation to improve science curriculum materials. (YP)