Findings indicate that students whose teachers support their competence to make classroom decisions, compared to students whose teachers do not, are confident and more committed to making classroom decisions. Students in a cooperative learning structure, compared to those in a competitive one, expect enjoyable and productive decision-making…

Findings of this study are based on questionnaire information completed by NARST members. Generally, the respondents are catagorized as a group for whom research is not a major activity. Research statements receiving the highest rankings include the acquisition and influence of teaching strategies and applying theory to classroom practice.…

This study explores the acquisition of proportionality by investigating the relationship between an understanding of proportionality and the development of cognitive structure in the domain of mechanics. (Author/MA)

The study's findings appear to indicate that the inclusion or exclusion of pictures in elementary science textbooks does not influence comprehension of the material. In addition, achievement levels appear to be an accurate predictor of the students' ability to comprehend the text. (Author/MA)

The purpose of this study was to identify a possible interaction between the cognitive style of the students and the instructional sequence of the materials and their combined effect on achievement. Findings indicate that interaction of cognitive style and instructional sequence is not significant in the ANCOVA. (Author/MA)

This study was designed to assess the effectiveness of one semester's instruction in science and mathematics, using an inquiry-based methodology, in facilitating cognitive growth in first year college students. Results indicated the inquiry approach did not promote cognitive growth in comparison with a more didactic or expository teaching…

Criticizes the practice of giving dependent-prone students more problem solving activities to change their behavior. Author responds that this alternative is better than a more didactic approach utilizing lecture-discussion or science reading. (Author/MA)

This paper is an analysis of the available literature to ascertain the use of models in science education research. The necessity and value of such schemes, procedures appropriate to develop relevant models, and the criteria for evaluating such models are discussed. (Author/MA)

Examines the effects of a continuous schedule vs a partial schedule of feedback on learning. The feedback takes the form of grades and comments on laboratory reports in a grade eight laboratory-oriented program. (GA)

Investigates the effect of using broadcast ITV to teach inquiry-oriented science lessons upon the criteria of selected verbal behaviors of K-3 teachers and students. (GA)

Examines a number of factors that might influence performance in a college laboratory chemistry course. Compares the achievement and time for students doing a simulated or a laboratory experiment. Tries to identify differences in performance for students of different aptitude and possible interaction between types of experiment and student…

Investigates whether the formal schemata and propositional logic are acquired gradually across age during adolescence, in agreement with Piaget's logical analysis of the structure of formal thought, or acquired in wholesale spurts, thus disagreeing with Piaget's theory. (GA)

Investigates whether information about new National Science Foundation sponsored elementary science curricula was not being effectively communicated to the appropriate persons, thus hindering the selection and adoption of those curricula. (GA)

Investigates the existence of a differential set of characteristics, so that students can be categorized with respect to achievement and work styles. (GA)

Explores the relationship between a set of science-related attitudinal outcomes and student perceptions of the classroom learning environment. The attitudinal outcomes investigated were student attitude to four sources of information: experiments, experts, books, and teachers. (Author/GA)