A multiphasic plan to improve lecture effectiveness which centers on teaching behaviors that can facilitate the learning process is described. Lectures were evaluated based on the inclusion of behaviors such as objectives, advance organizers, questioning, wait-time, and use of teaching aids. Included are the results and a discussion. (KR)

This investigation tested in a university setting a laboratory teaching approach found to be productive in high school settings. The extended discretion approach (ED) gives the student a task, from two to five brief procedural steps, and a list of resources from which to choose. The student must exercise discretion in the use of available…

Summarizes research on inquiry and investigative strategies for teaching laboratory science. Concludes that meaningful laboratory instruction is distinguished by: student engagement in science inquiry processes, student manipulation of experimental materials, and the experiential teaching of specific scientific concepts. (RT)

Evidence from video tapes of experts thinking aloud and using analogies in scientific problem solving is presented. Four processes appear to be important in using an analogy: (1) generating the analogy; (2) establishing confidence in the validity of the analogy relation; (3) understanding the analogous case; and (4) applying findings to the…

An investigation derived from the logico-structural theory of world view was conducted for the purpose of examining the relationship between science interest and variations in the causal universal within college students' world views. This required the development of a special pen-and-paper instrument for detecting worldview variations in the…

Investigated methods science and nonscience majors use to make predictions about five situations involving the conservation of mechanical energy. Two findings, among others, show that subjects did not employ identifiable strategies in over 97 percent of the cases and show differences in the way majors and nonmajors worked the problems given.…

Presented is an analysis of think-aloud protocols of graduate students solving several different tasks in organic chemistry. The systems used by these subjects were classified. It was reported that the methodological system was most often used. (CW)

Presented are four research articles and staff development activities. Included are: an activity used to stimulate discussion of the issue of balanced science; a constructivist approach to teaching electric circuits; a science grading scheme; and a discussion of priorities in science education. (CW)

The nature of cluster analysis and dendograms, subjects, tasks, and results of this study are described. Categories for problems were based on assumptions about the methods used by novice and expert problem solvers in a physics context. (CW)

Discussed is the relationship of concept-mapping by students to the meaningful learning of genetics and ecological concepts. The implications of these results for teacher education in biology are addressed. (KR)

Over the past several years, an increasing number of educators have come to believe that teaching should acknowledge the transactional nature of knowledge and suggest that a shift be made to focus on social practice, meaning, and patterns. This style of teaching proposes that it is important to permit students to construct knowledge meaningfully…

Compares processes used to investigate issues in consumer chemistry to the solving of a puzzle in a mystery story. Suggests using similar methods to teach problem solving in consumer chemistry classes. Describes how such a process might progress. (CW)

Reported is a study designed to improve problem-solving skills of high school chemistry students. Interpretations of the data are presented. Recommendations for improvement in teaching problem solving in chemistry are proposed. (CW)

Compared in this research was the performance of students on numerical versus conceptual chemistry problems at the introductory college level. Separate analyses were done to compare high and low achievers. It was shown that even the upper group of achievers had difficulty with concept questions. (CW)

The use of the expert-novice technique in science education is examined critically. Discussed are four techniques including their methodological limitations. Improvements and alternatives in experimental design are suggested. (Author/CW)