Proposed is a new method for analyzing how concepts are used in the process of problem solving in science. Through the use of a "thinking aloud" interview technique, 21 tenth-grade students worked with a problem concerning the boiling point of water at the Dead Sea. Interview protocols were analyzed to develop students' concept profiles. (DS)

This study examines the effectiveness exercises based on the cognitive conflict, existing within the child, between two representational systems related to temperature: the qualitative-verbal one and the quantitative-numerical one as these relate to the advancement of children's understanding of the concept of temperature. (Author/DS)

Reported is the production of an instructional methodology harmonizing with Piagetian theory and enabling teenage students, including those initially mismatched to the task, to understand the mole, as revealed by their performances on a test of basic skills considered fundamental to that concept. (DS)

Reported is a study to determine whether the use of analogies over a wide variety of topics in high-school chemistry classes for the entire school year would improve chemistry achievement, and to determine whether there was a difference between concept and formal students in their use of analogies. (Author/DS)

Examined are the scope and status of precollege marine education, including history of marine education, present interdisciplinary marine education, informal approaches to marine education, marine awareness studies, and some implications of marine education. (Author/DS)

Described is a mail survey involving 28 science educators at 28 universities in the United States responsible for nearly all graduate research in science education. Each science educator was asked to prepare a short, one-page description of his/her perception of current problems in science education. (Author/DS)

Described are the dimensions of the perceived crises in science education as described by responses from 28 science educators (see SE 528 242). Also discussed are some proposed solutions. Areas of crises and solutions include administration, research, science content and theory, and learning. (Authors/DS)

Presented is a review of the professional literature concerning the value of science education for mildly retarded students. (CS)

Describes and evaluates innovative instructional methods for teaching photosynthesis at a correctional facility for high school boys. Use of the Visual Response System raises the level of activity and interaction in classrooms by providing each student with an overhead projector and feedback units. Also describes teacher materials and equipment.…

Determines effects of optional retesting of en route course objectives on end-of-course achievement and attitudes for high school chemistry students (N=88). Comparisons of data between retest and non-retest groups revealed no significant differences in achievement, but that students definitely preferred having the retest opportunity. (CS)

The fifth in a series of innovators in the teaching of elementary school science, this essay outlines the contributions of Florence Billig (1890-1967). (CS)

Explores relationships between role-specific self-concept, as the dependent variable, and demographic data, constituting the independent variables, which included type and level of course, science letter grade from the previous semester, and gender of secondary school students (N=293) of grades 7-12. (CS)

Investigates some of the evaluation methodologies presently being advocated in assessing the merits of education programs for training science teachers. Questionnaire data from ex-students were used to elicit raw data and an understanding of these data by a newer methodology involving ordering theory. (CS)

Determines relationships between prospective secondary school science teachers' (N=60) level of cognitive development (i.e., Piaget's concrete operational or formal operational stage) and success in stating and actualizing teaching intentions. (CS)

Evaluates a new course for prospective elementary teachers entitled Basic Science Skills, designed to give students background in science, to show use of science materials and methods, and to promote positive attitudes toward science and science teaching. Math anxiety is suggested as a confounding factor in interpreting the results. (CS)