Researchers and practitioners alike express concerns about the conceptual difficulties associated with the concepts of momentum and kinetic energy currently taught in school physics. This article presents an in-depth analysis of the treatment given to them in 44 published textbooks written for UK secondary school certificate courses. This is set…

Presents data which leads to the construction of a response to the question of how different phases of the learning cycle influence physics students' content achievement and attitudes. Discusses the importance of the learning cycle in science instruction and the strength of using contrasting techniques (qualitative and quantitative) in research.…

Compares models of the classroom dynamics for a traditional laboratory setting and a problem-solving-centered environment, both at the eighth grade science level. Descriptive data indicate no differences in the models, whereas path analyses suggest that, in the problem-solving model, student behaviors significantly correlate to lesson structure,…

Described is a study that confirms positive effects on student achievement of manipulation of molecular models by high school chemistry students over a long period of time. Also examined but unanswered were questions regarding applications of Piaget's theories in determining differential effects for concrete and formal operational students. (CS)

Discusses a study which examined the last factor of Piaget's model of intelligence-functioning. Sought to determine if empirical evidence could be formed to support the existence of assimilation, disequilibrium, accommodation, and organization in the learning of physics. Naturalistic data provided support for the Piagetian functioning model of…

Uses two studies to examine developmental and task effects in estimation problems. Results are discussed in terms of student and task characteristics and the implications of such variables on information processing model of learning. Implications for science teaching, learning problem diagnostics, and science curricula are also discussed. (TW)

Examines the hypothesis that there are preliminary stages in problem solving that are often neglected in teaching chemistry. Discusses correlations calculated between the student's ability to handle disembedding and cognitive restructuring tasks in the spatial domain and ability to solve chemistry problems. (TW)

Reports on a study which investigated the order of acquisition of intuitive notions of qualitative speed. Results indicated that an array of prerequisites, equivalent, and independent relationships existed among the tasks administered. Confirmed the evolution of reasoning for notions of qualitative speed found by Piaget. (Author/TW)

Defines artificial intelligence (AI) in relation to intelligent computer-assisted instruction (ICAI) and science education. Provides a brief background of AI work, examples of expert systems, examples of ICAI work, and addresses problems facing AI workers that have implications for science education. Proposes a revised model of the Karplus/Renner…

Presents study findings which explored the effect of teacher reasoning level and teaching style preference on improvement in student-reasoning ability. Reports that students of concrete operational teachers and of inquiry teachers showed greater gains in reasoning ability than students of formal operational teachers and of expository teachers. (ML)

Reports on a study to determine the effects of the presentation of questions inserted into texts for students in introductory biology. Results indicated that students reading the text with questions at the beginning of the paragraph scored significantly higher on achievement tests than the students reading without questions. (TW)

Reports on a study intended to compare the effects of two methods of instruction designed to teach preservice elementary teachers to acquire and retain integrated science process skills. Results indicated that the self-instructional method was significantly more effective than the teacher-directed method. (TW)

Reports on a study designed to examine the effect of concrete and formal instruction upon reasoning and science achievement of sixth grade students. Results indicated that the concrete instruction group had significantly higher levels of performance in science achievement and cognitive development and that males outperformed females. (TW)

Discusses the benefits of five short science courses offered to middle school age children and their parents. Reports on the participants' reactions, two to three years after taking the courses, to the course experiences, the influence of the courses on learning behavior, and the relationship between the parents and their children. (TW)

Examines achievement in individually competitive and cooperatively reward-structured environments during a seven-week class period. Reports no differences between the two treatment groups at posttest. (Author/YP)