Analyzed and classified were Individualized Science Instruction System (ISIS) minicourse performance objectives and criterion-referenced test items according to Bloom's cognitive "Taxonomy" to determine levels of cognition emphasized. The findings indicate that ISIS minicourse test objectives are written primarily at the knowledge and…

Determined is the logical reasoning necessary to construct line graphs including a straight line with a positive or negative slope and an exponentially increasing curve. The responses of subjects (grades 6-12) were classified into one of nine categories fitting with Piagetian operational structures. (Author/YP)

This was an experiment to test the extended discretion laboratory approach versus a guided-inquiry approach for teaching biology in a university setting. Among three criterion variables (examination, reports, and quizzes), only the laboratory report scores showed differences between groups and group-by-instructor interaction. (Author/YP)

Describes a paper-and-pencil test for high school biology students measuring science process skills, such as developing hypotheses; making predictions; identifying assumptions; analyzing data; and formulating conclusions. Reports some data on reliability and validity of the test. Provides all 35 items of the test. (YP)

Describes changes and effects of the Israeli paper-and-pencil matriculation examination in biology since first analysis in 1972. The examination has been significant for implementing an inquiry-oriented high school biology program based on the Biological Sciences Curriculum Study. Implications for upgrading science education are discussed.…

Examined are the effects of testing on the achievement of students using self-instructional materials to learn science process skills. Results indicated that frequent quizzes did not differentially affect process skill acquisition. (Author/CW)

Examined is the question of how science attitude scores can be expected to predict science-related behaviors. Discussed is a historical perspective of this problem and five attitude-behavior perspectives. A summary for science educators is provided. A list of 77 references is included. (CW)

Describes a computer program presenting four genetics problems to monitor the problem solving process of college students. Identifies three main areas of difficulty: computational skills; determination of gametes; and application of previous learning to new situations. (Author/YP)

This study compared the effects of an advance organizer and a prerequisite knowledge passage on learning and retention measured at low and high levels of the cognitive domain. The advance organizer group performed better on the framework test; the prerequisite knowledge group performed better on prerequisite knowledge test. (Author/YP)

The relationships between mathematical competencies possessed by students and selected student characteristics at the beginning of a semester were examined. The relationship between test scores and the type of mathematics courses taken during the semester students were enrolled in an introductory biology course were also investigated. (Author/CW)

Discusses instruments for measuring interest in biology: "Interest in Science Topics"; "Learning Mode Preference"; "Interest in Scientific Activities"; "Activities Motives Inventory"; "Interest in Social Aspects of Science"; "Career Orientation Inventory"; and "Attitude toward Biology Study." Concludes that interest in biology may be…

Investigated are the reasons why eleventh-grade Israeli students intend to enroll for a biology, chemistry, or physics course. Topics, activities, motives, attitudes, and grades in the subjects in year 10 are used as predictor variables for correlational analysis. (YP)

Determined which of 10 rational thinking powers are measured by 12 commercially-available standardized science tests. One result reported is that 90 percent of the test items required only recall. The conclusion was drawn that the producers of standardized tests are not concerned with measuring student achievement of the rational powers.…

Investigated were the effects of interactive computer-generated homework on unit tests, a final examination, and a comprehensive test given near the end of a Physical Science I course. The results indicated that the use of the homework reduced the effectiveness of the American College Test scores as a predictor of course achievement. (YP)

Discussed are the results of a test administered to nonmajor biology students on the topic of natural selection. The description of student conceptions, effects of instruction, and the effects of a belief in evolution are included. (KR)