Studied relationships of categorizing ability to socioeconomic status and strategies used in ability performance for 60 kindergarteners from families at two income levels. Concluded the presence of differences in test results, a similarity in cognitive developments, and a tendency of perceptual focusing in handling tasks. (CC)

Compared the science-subject grade point averages among 84 senior children of college professors (CCP), other professionals (CP), and nonprofessionals (CNP). Concluded that CNP were at lower achievement levels than CCP and CP and took less science courses than do CP. (CC)

Describes students' responses to three attitude measuring instruments which were further analyzed with cognitive achievement and census figures as variables. Concludes the presence of a generally positive disposition and its dependence on knowledge possession and parents' education. (CC)

Describes the establishment and activities of a nationwide cooperative science program designed for grade 7 through grade 10 on the basis of inquiry learning, environmental approach, and Piaget's findings. Includes information about tentative titles, free materials, and publication schedules. (CC)

This third of a three-article series describes impact resulting from the neglect of student involvement, unstated delimitations in scientific methodology, and overemphasis of performance objectives. Provides a list of four recommendations for further curriculum innovation. (CC)

Describes a comparison between 1965 and 1969 questionnaire survey results received from 38 institutions. Indicates the correspondence of subject-discipline evolution in agreement with suggested recommendations, except for mathematics (CC)

Describes an interim program which stresses pre- and in-service teacher cooperation in constructing instructional modules according to university determined competency model prior to actual student teaching. Indicates acquisition of advantages by both experienced and prospective teachers through interactions with school students. (CC)

Describes grade 7 and 8 pupil evaluation of 1970 and 1971 junior microteachers in terms of their personality, relationships to pubils, teaching procedures, and classroom control. Indicates that pupils' critiques found acceptance with student teachers and college supervisors. (CC)

Describes teaching of a physical science course to sophomore and junior nonscience majors through the use of learner's own creative abilities in concept formation. Includes information about corresponding changes in lecturing, experimentation, examination, grading, and definition of science. (CC)

Describes the teaching of geodesic-dome concepts to students in grades 3-5 through the trial use of Energetic and Synergetic Geometry as well as the undertaking of a workshop designed to prepare elementary and secondary school teachers to conduct further experiments. (CC)

Analyzed were relationships of instructional styles in an introductory biology course to student achievement. Concluded there were nonsignificant differences between the direct and indirect groups. Included comparisons among teachers' characteristics at different grade levels. (CC)

Describes effects of study time on acquisition retention processes in a general biology course designed for female freshmen and sophomores in high and low analytic-ability groups. Concluded the presence of positive reinforcement, expecially at high analytic level. (CC)

Describes two formulas for calculating errors due to instrument limitations which are usually found in gravimetric volumetric analysis and indicates their possible applications to other fields of science. (CC)

Describes grade 9 student responses to instructional materials constructed on objectives derived from Piaget's balance and inclined place problems. Concludes the presence of a hierarchy only in the balance objectives. Indicates implications worthy of further studies. (CC)