Except for grade one students, urban and suburban students used similar properties to classify illustrations of bottles containing different amounts of colored liquids. Only in the urban children was there a change in type of property used between grades one and three. (AL)

Describes validation procedures used with an individually administered test involving a branching program format to assess students level of cognitive achievement in biology. Reports results of comparisons of classes of teachers with BSCS or non-BSCS backgrounds. (AL)

High school students (learning assistants) taught science classes in elementary schools. Learning assistant and teacher were significant influences on the elementary student's performance. Individual learning assistants' attitudes toward a teaching career changed during the experiment. (AL)

Flander's interaction analysis techniques were used to identify direct" and indirect" junior high school teachers. Students of indirect teachers were superior on affective and cognitive measures. (AL)

In each of three studies, students using computer assisted instruction for supplemental drill and practice in a first organic chemistry course performed consistently higher than control students on sections of the course examinations related to the content of the programs. (AL)

There were no differences in the understanding of physical optics and ability to solve physical optics problems after instruction or on a delayed test between students with or without prior instruction in wave motion. (AL)

College freshmen chemistry students who performed best on the course examinations possessed both relevant facts and relevant subsuming concepts. This conclusion supports Ausubel's theory of learning. The presence of facts unorganized by subsumers had little facilitating effect on learning of new materials. (AL)