Describes an exploratory study to identify determinants of elementary student's intentions to perform laboratory and nonlaboratory science activities. Fishbein and Ajzen's theory of reasoned action was used as the basis for the study. (PR)

Reports a three-year naturalistic study to determine whether collaborative reflection could enhance teaching and learning of science by generating desirable cognitive, metacognitive, and affective outcomes. (PR)

Reports a study investigating the utility of 52 items, selected from a readily available item pool developed for instructional purposes, when the items are used to measure critical thinking abilities of biology students. The items had reasonably good internal consistency reliability and good concurrent validity. (PR)

Reports a study examining the relationship between affect and achievement for grade eight students in Australia (n=390). It was found that affect is related more strongly to previous than subsequent achievement and that much of the common variance can be attributed to students' perceptions of their competence in science. (PR)

Applies a theory of analogical thinking as satisfaction of multiple constraints to the use of analogies in instruction. It shows how the strengths of particularly good analogies and the weaknesses of particularly bad ones can be understood in terms of pragmatic, semantic, and structural constraints. The constraints suggest lessons for how…

Reports a study of replacing a basal reading program with a curriculum emphasizing science activities, science process skills, and science-content-based reading in three fourth-grade classrooms (n=51). Results showed these students displayed significantly greater sores on tests of reading and science, and more positive attitudes toward science and…

Reports a study comparing direct instruction with discovery teaching on learning disabled (n=10), behaviorally disordered (n=6), and nonhandicapped (n=91) students' science achievement. No significant differences were found in the immediate posttest scores for mode of instruction. Discovery learning students outperformed others on a retention test…

This study reports on the science achievement and attitudes of seventh- and eighth-grade students whose teachers were considered exemplary. Results show that this group of students, compared to national populations, had higher scores in science knowledge and more positive science attitudes. These students need opportunities to make connections…

Reports a study using the causal modeling method to verify underlying causes of student interest in enrolling in physics as predicted by the theory of planned behavior. Families were identified as major referents in the social support system for physics enrollment. Course and extracurricular conflicts and fear of failure were primary beliefs…

Reports a study analyzing the perceptions of 45 college science majors regarding their formal precollege science experiences. Results suggest that college science majors generally hold science in higher regard than do noncollegiate adults; preferred science teachers who were enthusiastic, knowledgeable, friendly, inspirational, and fun; and…

Identifies misconceptions related to the fundamental characteristics of atoms and molecules held by twelfth-grade students. Data were obtained by administration of semistructured interviews to a stratified, random sample of 30 students. Fifty-two misconceptions were observed and reported. Some of the misconceptions identified parallel the…

Challenges Wilson's 1990 work which, according to the author, bluntly rejected various expert-novice techniques in favor of the classical experimental design. Asserts that, if educators want to study expertise, they should move to understand this expertise in context, for example, in real-life tasks. Argues that research questions not methodology…

Presents a rebuttal to Roth's criticisms (SE 550 636) of author's 1990 article. Asserts all disciplined inquiry is reductionistic in the sense that reportage cannot reproduce experience in toto, nor should it be seen to do so. Argues that experimentation is fundamental method of science and that scientific approach to science education cannot do…

Reports a study based on concerns of the editor of the "Journal of Research in Science Teaching" regarding fairness and equity for qualitative studies submitted to this journal. Examined 1991 articles and concluded there is no bias against qualitative research. There was a lower rate of reviewer agreement for qualitative studies but no higher…

Author asserts that the community of science educators clearly has much to learn about qualitative research traditions and standards for the evaluation of qualitative research. Argues that the research question should direct the research approaches and data analysis procedures. (PR)