Determined student opinion of the investigative laboratory by surveying both students who had completed an introductory biology course using this format and another group of more advanced students who had taken other courses since this one. Results show that a majority of students feel the format improved their problem-solving skills. (JN)

The first (exploratory) phase of the Learning in Science Project focused on science teaching/learning in the Form 1 to 4 level (ages 10 to 14) and sought to identify problems and difficulties in several areas. Provided in this paper are comments obtained during structured/unstructured interviews (from students, ex-students, teachers, headmasters,…

To cope with some social problems, Japanese educational planners are drafting some proposals for research into innovations in the educational system. This paper reports on some research recently done which looked into the relationships of the Japanese educational environment and the reasoning/thinking skills and process skills of students in…

There is always the possibility that educational research does not result in developments within the classroom. This yearbook attempts to address that situation by making teachers more aware of what research exists. It contains a collection of articles which deal with such topics as: (1) new teaching strategies; (2) the theoretical background of…

This book contains 18 themed teaching units with 2 themes per chapter, organized seasonally around the traditional school year. Each theme includes natural connections and hands-on science activities that correspond to what children are already observing in their world. Each chapter begins with highlights of the month and a reproducible "Science…

Discusses the use of science process skills to help students think positively about writing assignments. Examines the four language arts skills of narration, description, explanation, and persuasion, as used in writing about hands-on science activities. (MDH)

This ERIC Digest presents a brief description of some applications and findings of the microcomputer in science classrooms. It is suggested that microcomputer simulations are at least as effective as hands-on experiences for some cognitive outcomes and may in fact enhance these outcomes when the simulations are sequenced to follow hands-on…

Presents results of a study that examines the development and use of computer simulations for high school science instruction and for integrated laboratory and computerized tests that are part of the biology matriculation examination in Israel. Eleven implications for teaching are presented. (MDH)