Examines the effect of relevant group instruction on various children's developmental stages regarding the conception of space. (Author/GA)

Designs a testing situation to examine the presence of combinatorial analysis, to establish construct validity in the use of an instrument, Combinatorial Analysis Behavior Observation Scheme (CABOS), and to investigate the presence of the schema in young adolescents. (Author/GA)

Investigates the extent of understanding of the logic of hypothesis testing by high school students, and whether this understanding is related to scholastic achievement or ability as measured by standardized tests. (Author/GA)

Compares the linguistic performance of the students in three grades exhibiting different levels of performance on five selected Piaget-type tasks, and identifies those tasks which differentiated significantly between the cognitive levels and the linguistic performance of the subjects. (Author/GA)

Describes the design of an instrument to measure the attitudes of teachers toward metrication, and reports on its reliability and validity. (GA)

Comments on a recent article by DeLuca on electronic "measurement of logical thinking" questioning four aspects of the article. DeLuca responds to the criticism on those four aspects in question. (GA)

Explains that Rogers' proposed sequence of development in proportional reasoning is not really a modification of Inhelder and Piaget's task, but could be considered as a new task. Rogers acknowledged the explanation as a valid one. (GA)

There are two major points to this study. First, not all modeling protocals are equally effective in changing the investigative teaching behavior of teachers. Second, three-dimensional representation used in interpreting verbal interaction matrices should not replace the procedures of conventional analysis of such matrices. (Author/MA)

Evaluates the use of mass media to create awareness of the concept, action science, and of a facility, resource services. Results indicate that this project was not superior in creating awareness of the designated curricula during its period of activity, although it did effect an increased awareness overall. (MA)

Study included a survey of science educators related to the need to teach science, and a review of the literature on the learning theory approach to attitude change. Hypothetical models of a credible science educator and of credible communication were established by the study. (MA)

The purpose of this investigation was to test extensions of a model of concept learning. The investigators examined the applicability of a mathematical model to the learning of selected science concepts. Findings suggest that certain extensions of the model may apply for a complex concept identification task. (Author/MA)

The purpose of this study is to look for empirical support for the distinction between feelings and beliefs in a scientific attitude scale. Results support the distinction, though sampling error due to small sample size is cited as a possibility. (Author/MA)

Hypothesized that instructional methods employing concrete models and exemplars of a concept will lead to better student understanding at both the concrete and formal operational levels of cognitive development. However, concrete operational students did not profit from the instructional methods and results were not clear for early formal…

Results of this study indicate that science and social studies teachers have apparent attitude backgrounds that in many cases seem relatively strongly related to their subject matter backgrounds. Groups associated with science teachers were consistently more positive than those associated with social studies teachers. (Author/MA)

Investigated high and low entering behavior levels and different cognitive levels of behavioral objectives across four treatments. Findings indicated that preassessment of student knowledge is a useful educational tool and that educators should be cognizant of learning variables that interact in the learning process so that unfounded…