Discusses the problem of choosing the proper unit (e.g., class or individual student) for the statistical analysis of educational research. Describes a study that was statistically analyzed eight different ways and discusses the various results and implications. Suggests that the problem of selecting the proper experimental unit may be less…

Describes the development of an instrument to assess the assimilation of environmental concepts and attitudes by high school biology students. (MLH)

A treatment group of ninth-grade students were instructed in selected science concepts with drawing-plus-text materials; the control group used text only. Results showed that the treatment group scored significantly higher on post-tests on the selected science concepts. (MLH)

Secondary school students in a classification study spent more time in classifying plants in a seminatural environment than in classifying man-made geometrical objects in a classroom. No differences were found in these results with respect to race, sex, or age. (MLH)

Concluded that sixth-graders in inquiry-oriented science classes perceived cooperation between students; those in textbook-oriented classes perceived competition between students. (MLH)

Studied the effect of value sheets (short lessons on current environmental problems accompanied by a series of questions) on high school students' expression of environmental attitudes. Found that the value sheets did not change the attitudes of students in the experimental group as measured in the study. (MLH)

After receiving creativity instruction in how to approach laboratory problems, a group of college chemistry students made significant improvements in both laboratory technique and creativity as shown on an instrument designed for this study. (MLH)

A group of students from grades four through twelve were tested on ten binary operations in four truth conditions. It was found that propositional operations which had greater inclusiveness or breadth of concepts were more difficult to comprehend. (MLH)

Two groups of high school junior chemistry students studied a science unit either at their own pace using programed instruction materials (treatment), or in a teacher-paced, lecture section (control). Test results showed that the treatment group performed significantly better. (MLH)

Seventeen structure-of-intellect (SI) abilities were tested as predictors of success in a Conceptually Oriented Program in Elementary Science (COPES) unit. Three SI abilities involving convergent productive thinking and one involving divergent productive thinking were shown to be significant predictors. (MLH)

Students were classified as formal or concrete-operational using a battery of Piagetian tasks, a biology content examination, and a nonscience content examination. Based on the results it was concluded that Piagetian tasks are relatively content-free and can serve as realistic indicators of concrete and formal thinking abilities. (MLH)