Discusses the necessity for considering significance level reversal when attempting to establish group equivalence prior to treatment. (GS)

A model constructed by combining nine theories relating wait-time, teacher expectations, equity and fate control to inquiry behaviors is described. Results indicate implusive students can be converted to reflective pupils by providing them with time to think and by allowing alternative answers. (BR)

The author proposes that science curriculums be altered from teaching specialized subject matter and that more time be devoted to applying the disciplines to practical problems as well as imparting competencies in inquiry and values and attitudes concerning evidence and argument, certainty and uncertainty. (BR)

Suggests the direction of educational research should be toward the cognitive processes of teachers, their capacities and limitations, in order to develop training programs, decision aids, record-keeping technologies and to develop in teachers the skills in adapting to learners. (BR)

The study investigates the usefulness of teaching science courses that have a commonality of subject matter and a sequential patterning of operations. Introductory Physical Science (IPS) and CHEM Study courses were compared. The results indicated IPS is a useful background for CHEM Study. (BR)

The study was designed to show the important role of communication in learning. It was postulated that a high-kinetic-structured lesson would facilitate a greater amount of affective learning than would a low-kinetic-structured lesson. The results supported the hypothesis. (BR)

The purpose of the study was to examine science interest and attitude traits in students subsequent to the study of chemistry using the Nuffield Chemistry Program and revised non-Nuffield study schemes. The results indicated the present non-Nuffield courses favor the formation of positive science interest/attitude characteristics more strongly…

This study was designed to see if objectives accompanying test items increased cognitive learning. The results indicate that objectives accompanying pretest items facilitate student study and preparation for posttests, but objectives accompanying posttest items inhibited performance. (BR)

Identifies some errors commonly committed when educational research results are reported. (BR)

Studied the relationship of teachers' I/D ratio to their students' achievement and retention of learning in senior high chemistry and junior high general science classes. Concluded that the student score on a standardized achievement test was dependent on the teacher I/D ratio as measured on Flanders scale. (CC)

Describes the development and testing of an instrument for use at the eighth grade level to measure four science processes: observation, inference, verification, and classification. Indicates that the two forms of the instrument are average in reliability and high in factor validity. (CC)

Studied relationships between behavioral performances in cognitive and affective domains for 28 high school biology classes with instruction at three different levels. Analyses of students' test scores illustrated the presence of a possible inverse relationship between the cognitive and affective development. (CC)

Studied the similarity of the astronomy portion in five science textbooks at the fourth through sixth grade levels by comparing students' responses to text authors' requirements. Concluded that the texts had more in common across grade levels than within grade levels. (CC)

Studied the effects of the inquiry strategy method on the styles of categorization of 92 students, using results from the Sigel Cognitive Style Test administered in 1966, 1970, and 1971. Concluded that the inquiry-exposed groups were found to be significantly more analytical than the comparison groups. (CC)