Cites results of a study that assessed the effects of diagnostic prescriptive teaching strategies and locus of control on various cognitive levels of science achievement of college biology students, also examined the interaction between the instructional strategy and students' locus of control. Students' attitudes were also examined. (CS)

Examines the question of the role of laboratory work in influencing Israeli students' perceptions of their chemistry laboratory learning environment. Compares responses on a learning environment inventory of two groups of students, high school students and students enrolled in vocational schools to become future laboratory technicians. (CS)

Identifies relationships between college nonscience majors' (N=1,014 in 24 chemistry classes) expectations of the scientific enterprise and (1) nonacademic background factors, (2) academic background factors, and (3) components of science courses in which the students were enrolled. (CS)

Examines the relationships between self-concept and achievement in students studying genetics. Also examined were differences in self-concept and achievement between men and women and between science majors and nonscience majors. (CS)

Ascertained whether chemistry instructors have a consistent preference for particular ways of idea expression by chemistry students. Comparisons of responses on a chemistry preference test were made among chemistry instructors, chemistry majors and nonscience majors. (CS)

Reports a study of the relationship between nonverbal analytical perception and performance on a standardized science achievement test among premedical and predental students. Hypothesized that students with above-average scores on the Embedded Figures Test would attain higher than average achievement scores, as compared with students with…

Examines vertical transfer in a sequence of three tasks for a conceptual network from geology, attempting to determine whether instruction on earlier tasks in a sequence for a conceptual network enhances learning and transfer for subsequent tasks and whether explicit instruction on task-specific strategies further enhances learning and transfer.…

Investigated the interaction between science teaching strategy (semideductive, structured inductive, hypotheticodeductive) and selected learner characteristics (Piagetian cognitive level and field independence) in terms of student achievement in science. Achievement of undergraduate elementary education majors (N=77) in a general science program…

Examines alternative evaluation models to expand the concept of process-product research in teaching training program evaluation. Figures represent these models discussed in the text: an education process-product research model, a conventional process-product teaching training program assessment model, and an expansion of that model. (CS)

Investigated outcomes of the use of the learning cycle, which divides instruction into the Piagetian phases of exploration, invention, and discovery in general college chemistry laboratory experiments. Differences between concrete and formal operational students were explored in students' ability to master chemistry material varying in cognitive…

Investigated whether scores on a science concept recognition test were related to IQ estimates of Tasmanian high school students. (CS)

Addresses the significance of teacher role in the control of student behavior in laboratory groups. Elementary school science classes were observed and videotaped. Changes in interaction setting (teacher-class, pupil-pupil, and intervention) or "treatments" were noted for each class. Conclusions are made concerning teacher interventions and…

Evaluated the comparative efficacy of the three most popular classification systems in terms of preservice elementary school teachers' ability to classify questions and their attitudes toward questioning. The classification schemes used were those of Aschner, Bloom, and Sanders. Advantages of the Aschner-based system are discussed. (CS)

Explored the development of hierarchical classification and the age at which this ability appears fully developed. Two measures of hierarchical classification ability were administered to primary, elementary, junior high and high school students. Discusses results which support Piaget's contention that this ability is not developed until late…

Investigated the predictive power of two written tests of Piagetian developmental level, The Understanding in Science Test and the Reasoning Test. Also examined the extent to which two variables, level of reading comprehension and level of field dependence-independence, were associated with performance of secondary school Australian students on…