The methodological issue of qualitative versus quantitative research is addressed, and the argumentation of research using interview methods for research is explored. Warrants of the type that are used in arguments generating conclusions from interview data are included. (KR)

Presents a summary of science education research for 1983. The 422 reports reviewed were placed into one of seven clusters for analysis/discussion: learning and instruction; curriculum development and evaluation; cognitive development studies; test development; teacher education; science education research completed in foreign countries; and…

Describes a theoretical frame for understanding cognitive development to outline the planning and performance of a unit on electrostatics. Analyzes a female student's learning process and the development of the complexity of her cognitive skills. (PR)

Discussed is a constructivist model of science learning and its possible use in the treatment of science misconceptions. Science learning as conceptual and methodological change is described. (KR)

Identifies and discusses the epistemological roots of various terms that have been used to describe student conceptions in the literature with a view to suggest which term science eductors should adopt. Argues that "alternative conceptions" is preferable to "alternative frameworks" for use in describing student conceptions in…

Describes five ways that high school students explain a chemical change. Discusses the differences in conceptual understanding of the students based upon their responses to questions about simple reactions. Presents additional classifications of conceptions of chemical reactions done by other researchers. (TW)

Reports on a study to test the validity of the assumption that a teacher's conception of the nature of science directly influences his/her classroom behavior. Recommends a redirection in science education to promote more adequate conceptions of the nature of science in secondary schools. (TW)

Described is the importance of the cognitive level of science pupils, cognitive demands of the curriculum, and the social/cultural context within which curricula are planned. Emphasized is the historical division between planning and implementation. Suggestions for improvement are provided. (CW)

Proposes a framework for interpreting current research in science education. Presents four prototypes for describing research which are derived from comparisons and combinations of "spontaneous" and "formal" knowledge. Discusses possible applications of the use of the framework in science education. (TW)

Investigated is a reader's ability to comprehend written text that is highly novel with few semantic cues. The theoretical perspective, assessment theory, materials and methods, and the results of this study are discussed. (KR)

Reviews and analyzes research related to the teaching and learning of science completed in 1985. Includes: (1) reviews of research; (2) evaluation; (3) student characteristics; (4) attitudes toward science; (5) conceptual reasoning; (6) instructional treatments; (7) cognitive skills; (8) laboratory work; (9) microcomputer applications; (10)…