Investigates the effect of cue specificity on the transmission of information and learning through the use of graphical materials in science. (GA)

After learners of varying ability levels were provided with different types of remedial assistance, the effects on short-term cognitive achievement, retention, and attitudes toward instruction and subject matter were investigated. (Author/GA)

Identifies both, the priority perceived needs common to all science teachers, and the relationships between those needs and selected teacher variables. (GA)

Assesses the predictive validity and reliability of the Subject Preference Inventory (SPI) as a measure of science preference. Concludes that the SPI is a valid and reliable science preference measure with preservice Elementary teachers. (Author/GA)

Investigated if the attitude of science students can be predicted from their nonverbal behavior. (Author/GA)

Investigated was the relationship between tenth grade biology students' self concepts in science and their mental abilities, gender, and measures of science achievement. (Author/GA)

Examines the feasibility of intensive instruction (II) in either the observation of details or hypothesis generation, utilizing a discrepant event filmloop, as a model for improving the open exploration skills of ninth graders. (Author/GA)

Establishes the extent to which practical work in South African high schools varies with respect to factors such as gender of student, type of school, medium of instruction, and examination board. Investigates the relationship between experience of experimental work and pupil attainment as measured by matriculation grade. (Author/GA)

An instrument to assess specific attitudes toward humanistic teaching strategies as well as toward science teaching was designed. (Author/GA)

Attempts to identify certain characteristics of secondary science student-teachers and elementary science education majors regarding their attitudes toward the inquiry approach. (Author/GA)

Investigates the ability of secondary school students to discriminate causal explanations from teleological and anthropomorphic explanations (TAE), and explains that a significant improvement in this ability can be achieved by appropriate teaching procedures in a relatively short time. (Author/GA)

Points out that an aspect of Piaget's theory, the concept of stage, is being misrepresented through vague and incorrect use of the idea. (Author/GA)

Investigates the effectiveness of two conflict-producing procedures: (1) Peer interaction and conflict training; and (2) Teacher conflict training in promoting the development of logical thinking of fifth-graders as measured by the acquisition of conservation of area. (HM)

Investigates the effect of three models of teaching college astronomy on knowledge acquisition, based on the principles of kinetic structure analysis and the psychological concept of mass versus distributed practice. Results indicate that distributed integration is better than nondistributed integration in teaching certain fields in astronomy. (HM)

Examines how the performance of eight first-grade deaf students was modified by Science- A Process Approach. Applying Chi square analysis to individual performances showed that seven of the eight children achieved significant achievement gain. It is concluded that student learning is not dependent on language ability. (HM)