Describes how student responses to 26 bipolar adjectives describing laboratory studies are used at a New Zealand university to modify the content of laboratory experiments in physics. (MLH)

Studied classroom behaviors and conservation ability of elementary school science students taught by either Student-Structured Learning in Science (SSLS) or Teacher-Structured Learning in Science (TSLS). Reports on how behavior of conservers and nonconservers differs in SSLS and TSLS with respect to observing, following directions, and inventing…

Achievement scores of Israeli high school students using Biological Sciences Curriculum Study (BSCS) materials were shown to be significantly higher than those for students using another curriculum. (MLH)

A study of 508 secondary teachers of biology, physics, chemistry, earth science, or life science shows that teachers who use new curricula have more favorable attitudes toward inquiry strategies and that years of experience in using new programs is positively related to more favorable attitudes toward inquiry strategies. (MLH)

Elementary school science students taught by preservice teachers trained to ask observation and classification questions were administered an attitude measure. Results showed a significant difference only on a frustration measure, with the experimental group exhibiting more frustration than a control group. (MLH)

A sample of 108 eight-grade students using Intermediate Science Curriculum Study (ISCS) were tested with four Piagetian tasks: two tasks were related to ISCS concepts, two were not. Concludes that no students were formal operational, most were concrete operational, and most performed better on the non-ISCS related tasks. (MLH)

A total of 979 subjects from grades four, five, and six of 12 randomly selected urban and nonurban schools in Nigeria were administered an instrument to test their knowledge of 16 scientific concepts. Results showed that the children acquired knowledge incidentally and that the urban children scored higher. (MLH)

Discusses the nature and impact of three competing paradigms for science education: agricultural-scientific, anthropological, and philosophical. Illustrates the paradigms with papers presented at recent national conferences on science education research. (MLH)

Provides an orientation to the special journal issue on research methods in science education and lists four questions to which the contributing authors were asked to respond. (PEB)

Examines, in some detail, the process of evaluation and describes methods that have been used in evaluation applied to precollege education. (PEB)

Discusses formative evaluation (those evaluation activities carried out while a curriculum is still being developed) and relates this to the development of the Individualized Science (IS) program at the University of Pittsburgh. (PEB)

Traces the development of one line of research in the training of science teachers, using social learning theory as the superstructure, and identifies the related basic research forming the building blocks of subsequent research, development, and practice. (Author/PEB)

Discusses research on kinetic structure, a microstructure concept (concerned with sequential organization of individual verbal statements or individual behavior acts). (PEB)

Presents a progress report on some methodological advances made on certain facets of the problem of the learning of a structure of a subject matter. (PEB)

Describes research studies stimulated by the concern for facilitation of logical operations in elementary school and junior high school children and based on the assumption that the level of reasoning used for inquiry and concept acquisition by every individual is substantially below his capacity. (PEB)