Compared performance in A-level science examinations of students who took an integrated science course (SCISP) with students who studied the separate subjects of physics, chemistry, and biology to 0-level standard. Results show no significant differences between the performance of the two groups. (JN)

Eleven-year-old secondary school students (N=2065) were given a variety of attitude and achievement tests. Although both boys and girls had positive attitudes toward science, boys preferred studying physical science while girls preferred studying biology. Implications of these and other findings are discussed. (Author/JN)

Investigated the effect on student performance of changes in question structure and sequence on a GCE 0-level multiple-choice chemistry test. One finding noted is that there was virtually no change in test reliability on reducing the number of options (from five to per test item). (JN)

Results from three cognitive tests revealed few sex differences among 11-year-old students (N=2065). Neither question style (multiple-choice or structured) nor content (masculine or feminine) has any great effect on sex differences in performance. However, boys performed markedly better than girls on tests of spatial ability and mechanical…

Investigated effectiveness of teaching one element of a science syllabus using drama in place of conventional practical work. No statistically significant differences were detected in factual recall, but significantly more "meaningful" learning appeared to have taken place when drama was used. Psychological and educational implications…

Investigated are the context dependency and construct validity of practical skill assessment in science which may include the skills of observing, manipulating, planning, interpreting, reporting, and self-reliance. Pupil performance on a variety of practical tasks were compared with external examination grades in biology and chemistry. (CW)