Described is a study that confirms positive effects on student achievement of manipulation of molecular models by high school chemistry students over a long period of time. Also examined but unanswered were questions regarding applications of Piaget's theories in determining differential effects for concrete and formal operational students. (CS)

Investigated effects of teacher-induced imagery generation on rule recall and transfer using boys in ninth-grade physical science classes assigned to imagery encouragement or discouragement treatment groups. Results indicate that imagery utilization significantly facilitates rule recall and that imagery encouragement during instruction leads to…

Investigated effects of teaching an explicit approach to problem solving on the mathematical chemistry achievement of preparatory college students (with a control group being taught dimensional analysis as its problem-solving strategy). No difference in cumulative achievement between the groups was found. Interpretations of the results obtained…

Presents data on student attitudes (N=380) toward chemistry using the Student Opinion Survey in Chemistry (SOSC) and compares these data with those reported in H. Heikkinen's 1973 doctoral dissertation. The potential usefulness of using the SOSC in cross-national studies is also discussed. (Author/JN)

This study used a microcomputer program which diagnosed and remediated an alternative conception of velocity. Results show computer simulations are credible representations of reality and that the remedial part of the program produces significant conceptual changes in students holding the alternative conception. (Author/JN)

Determined if providing feedback to students had any impact on the correlation between performance in physics and a test of simple, mechanistic mathematics skills. Also determined if students who drop out of the physics course demonstrated any identifiable difference in performance on tests involving a variety of reasoning and problem-solving…

Investigated relationships among attitudes toward science, interest in science, science curiosity, and self-concept of science ability. Data, obtained from 228 sixth-grade students, show that attitudes toward science, interest in science, and science curiosity are highly related. Implications of these findings for science instruction are…

A neuromathematical model of information processing applied to science learning is expanded to include two coefficients representing the motivational state of the learner. The inclusion of these coefficients (which are described) permits modeling of the effects of variations in motivation on the rate and amount of information in learning tasks.…

An empirical analysis of the relationship between science reasoning skills and the amount of information acquired during science learning as predicted by a neuromathematical model of information processing is presented. Subjects were 93 adolescents (mean age of 15.4 years old) with a IQ range of 91-142. (Author/JN)

A comparison of the theories of Jean Piaget and William Perry (using individual interviews with college students) shows that the two theories outline different and independent processes for assessing intellectual development. (JN)

Presents meta-analysis of 54 articles and dissertations dealing with cognitive preferences. Information provided includes: test reliability; comparisons by country, grade level, gender, disciplines, and curricula; relationships between cognitive preferences and career orientation, science achievement, interest, and aptitude; and effect sizes.…

Describes the development and validation of a 56-item science and engineering career interest survey for seventh- through ninth-grade students. The survey includes questions on occupational activities, selection of occupations, and an internal verification scale. Results indicate significant differences in career interest for boys and girls. (DH)

Describes changes and effects of the Israeli paper-and-pencil matriculation examination in biology since first analysis in 1972. The examination has been significant for implementing an inquiry-oriented high school biology program based on the Biological Sciences Curriculum Study. Implications for upgrading science education are discussed.…

Tested two hypotheses: (1) formal reasoning is required to balance simple one-step equations; and (2) formal reasoning plus sufficient mental capacity are required to balance many-step equations. Independent variables included intellectual development, mental capacity, and degree of field dependence/independence. With 25 subjects, significance was…

Investigated a persistent error among introductory college biology and genetics students, namely, that amino acids are produced by genetic translation (protein synthesis). Contributors to this misconception were revealed through multiple-choice items and interviews. Implications for education are discussed with specific steps suggested to correct…