The study investigated specific student behavior in introductory and advanced college laboratories in botany, chemistry, geology, physics, and zoology. Behaviors were observed, described, and classified with no effort made to induce change, detail underlying conditions, or identify correlates. (Author/RE)

The two-phase study was designed to (1) create a means whereby preservice teachers could lengthen the time they allow for a student to respond after posing a question; and (2) to study the relationship of want-time as an independent variable and dialogue measure, as a dependent variable. (RE)

The paper documents experiments designed to compare essay and multiple-choice tests as means of testing science learning. Results indicate it is easier to score high on multiple-choice tests; some students substitute quantity on essay tests; and essay tests reveal weaknesses hidden by multiple-choice tests. (RE)

The paper divides achievement in chemistry into five independent factors: cognitive, affective, problem solving, routine manipulative skills, and observational modes. The study explores the relationship between student performance in these areas and their responses to a Cognitive Preference Test in chemistry. (RE)

The use of hands-on and of nonmanipulative training in process skills are compared to determine the effects on preservice teachers' knowledge of process skills, understanding of science, and attitudes toward science, science teaching and method of instruction. The results show a need for training teachers in process skills using an individualized…

Investigates the existence of differences in science teaching attitudes among college teachers, principals, preservice teachers, and teacher educators. Presents a series of implications resulting from the study. (SA)

The research reported in this article focuses on teachers' views of participating in curriculum development at the local level. A questionnaire returned by the randomly selected teachers provided data on the types of help desired by teachers involved in curriculum development, sources of help, and curriculum development activities. (SA)

Reports a study of the effects of teaching the Elementary School Sciences Program (ESSP) on attitudes towards science of elementary school teachers. (SA)

Investigates two evaluative hypotheses related to test item sequence and the performance of the students who take the tests. (SA)

Investigated were the science attitudes of preservice elementary teachers when "professionally related activities" were incorporated into a science laboratory course for elementary education majors. (Author/SA)

Factors which influence the interaction between teachers and students in the classroom were studied. The possible effects of age, expertise, class size, grade level, and subject area on the level of self-concern expressed by student teachers were investigated. (Author/SA)

Describes a study to determine whether preservice teachers with training in science process skill instruction can improve their knowledge of and ability with process skills as well as improve their ability to sequence process skills. (Author/SA)

Reported is a study designed to estimate reliability of a Q-sort self-concept instrument for science teachers and science students. (Author/SA)

Discussed are the influences of a student's gender, grade level, country of origin, and urban/rural environment in performance of proportional and combinatorial Piagetian tasks. (Author/SA)

Examines the transition from concrete to formal thought in Piagetian theory. The questions investigated relate to the abruptness of the transition period, the simultaneity of changes across schemes, and the influence of one scheme of development on another. (SA)