Criticizes weaknesses in the Gagne research model for checking the validity of learning hierarchies, and proposes a new model which is designed to overcome these weaknesses. (JR)

Summarizes the results of three studies designed to determine whether Israeli middle and secondary school students have a stronger preference for the study of animals or of plants. (JR)

Presents a new method in test construction which augments an instrument's validity beyond that possible by standard procedures. (Author/JR)

Reports the results of a comparative evaluation of Harvard Project Physics (HPP) and non-HPP student performance, and demonstrates the ability of a new test construction paradigm to generate valuable feedback for curriculum developers, teachers, and students. (JR)

Reports the results of a study designed to determine the influence of five stages of instruction on the prospective teachers' ability to construct programmed science activities for fourth grade students. (Author/JR)

Reports the results of a study designed to test the importance of manipulative experiences with science materials in the attainment of science process skills for kindergarten and third grade students. (JR)

Describes the Intermediate Science Curriculum Study (ISCS) instructional system and its underlying rationale, and outlines the planning and developmental procedures used to construct this individualized junior high school science program. (JR)

Describes the shortcomings of several indexes which have been used to make inferences about the validity of learning hierarchies and proposes a more satisfactory method of testing the validity of each hierarchical connection. (JR)

Reports the results of a study designed to compare the effects of inductive and deductive programmed instruction on students' achievement in high school chemistry classes. (JR)

Presented is a paradigm for science education research. The paradigm advances the reception learning theory, where regularities to be learned are presented explicitly to the learner. A tool for the study of knowledge production in science education, the Gowin "V," is presented. (RE)

The paper presents a discussion of a theory of intelligence which postulates that intelligence develops rather than that intelligence is an innate ability possessed in full measure at birth. Discussion of unresolved issues surrounding their theory is presented. The effect of such a theory on science teaching is discussed. (RE)

The paper focuses on problems science educators and researchers must face before the advantage of paradigms can be realized. Examples of the role of paradigms in physics research are presented. A critique of paradigm use in physics is presented. Future variations of paradigms for science education are discussed. (Author/RE)

The first part of the paper describes the nature of scientific revolutions and how paradigms of scientists drive these revolutions. Against their background, the second part describes studies of the impact of paradigm-based research on the classroom. The third part speculates on the likelihood of a science teaching revolution. (Author/RE)

The goal of the study is to describe the development and validation of a cognitive development test. The test fulfills the criteria of (1) logical equivalence of test items and the mental logic of Piagetian tasks; (2) reliability and validity of the group measure; and (3) efficient, objective assessment. (RE)