Students taught science concepts by physical education activities achieved higher scores on an objective test of science concepts. (AL)

Presents data that contradict the facilitating effect of advanced organizers demonstrated in 1960 by Ausubel when using the same materials. Suggests possible reasons for the discrepancy and lists conditions where organizers may be effective. (AL)

Teachers who are classified as humanistic'' were perceived by students as using different teaching styles than those classified as custodial.'' The humanistic'' teachers tended to be perceived as using techniques more compatible with the recommendations of the Biological Sciences Curriculum Study writers. (AL)

Speed and acceleration tasks were administered to children in grades three through six. Piaget's results were replicated. Suggestions concerning the appropriate grade level to introduce different types of motion tasks are made. (AL)

Piagetian tasks varying in complexity were administered to elementary school children in grades K-3. Differences between the attainment of similar concepts occurred when the tasks required different types of inference patterns, had different goals, or involved different percepts. Discusses curriculum implications. (AL)

Presents a list of 52 earth science concepts in order of their ranking by a panel of earth scientists asked to judge importance for inclusion in the school curriculum. (AL)

Black children were more curious than non-black children when rated by an unobtrusive measure of stimulus-directed motor activity. The motor activity score correlated negatively with curiosity score based student questions. Teachers appear to assess curiosity on the basis of questioning behavior, not motor activity. (AL)

Student teachers' scores on an instrument requiring the insertion of deleted words in descriptions of scientific process tasks (cloze procedure) were better predictors of later performance of the same process tasks than verbal ability or scientific vocabulary scores. (AL)

Describes possible curriculum evaluation designs, and the reasons for choosing a randomized control group design for evaluating the Physical Science for Nonscience Majors course. Outlines procedures used in this evaluation. (AL)

Provides data on the characteristics of students enrolling in physical science courses, the impact of Physical Science for Nonscience Students on selected cognitive and affective objectives, and the effect of duration of instruction. Impressions from site visits are also reported. (AL)

The Science Curriculum Improvement Study program is meeting its own objectives. There were significant differences between cognitive performance of SCIS and control classes related to materials studied. (AL)

A 2x3x2 factorial design was used to study the effects of sex, verbalization of concepts by students, and information supplied by other students" or teachers" or performance in a multiple classification seriation task by fourth grade students. There was a significant interaction of sex and information source. (AL)

Questions the conclusions drawn in the article by Billeh and Pella (EJ 023 200), and suggests that there are real differences between the attainment of concepts by Jordanian and American students. (AL)

Reviews the research on science education at the secondary school level reported in 1968-69 and held in the collection of the ERIC Clearinghouse for Science, Mathematics, and Environmental Education. The bibliography contains 189 entries, of which 73 are cited in the text. ERIC Document Reproduction Service ordering information is provided where…

Science education research, as well as science curriculum development, has concentrated on the intelligent student, to the unjustifiable neglect of average and below-average ability students. (AL)