Metacognitive skills may be defined in a variety of ways. Generally, these ways all apply to people's thinking about their own personal thinking. This research study analyzed students' interactions to computer programs to assess their metacognitive skills. The metacognitive skills assessed were: (1) planning a course of action; (2) monitoring the…

A study comparing cooperative and competitive learning approaches in science was conducted with 630 eighth-grade Nigerian students using five different treatments. Combinations of cooperation and competition were found to be the best methods of instruction. Procedural demands on teachers using these methods were relatively easy. (DH)

The purpose of this study was to: (1) investigate the relationship between the learning approaches of high school students, their prior knowledge, and their attitudes toward chemistry, and their performance on a misconceptions test; and (2) describe and analyze the differences between the responses of students of different learning approaches on…

Offers a conceptual framework for studying and analyzing potential benefits/disadvantages of homework. Also describes studies (measurement of conditions, practices, and attitudes toward homework). Findings show that students value homework, that few teachers regularly check homework, and that there are sex differences between Arab and Jewish…

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)

Presented are the results of an analysis of the cognitive stages of tenth-grade pupils using a six-week unit on the respiratory system. The research design, instruments, and data analysis are discussed. A variety of cognitive levels was found and may be related to learning outcomes. (CW)

Described are the comprehension monitoring abilities of science students when reading science textbooks. The incorrect use of schemata and the limiting influence of metacognitive abilities on the improvement of meaningful learning is discussed. (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…

Described is a collaborative study between a Year 11 physics teacher and 3 university personnel designed to identify and document the manner in which content knowledge was transmitted in the classroom by the teacher and how this knowledge was acquired by students. The role of the textbook is discussed. (KR)

Proposed are the use of implementation strategies available to teachers through the application of Robert Gagne's nine instructional events. The application of computer technology in science education is discussed. (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)

The purpose of this study was to examine the thinking underlying the questions posed by a science teacher to her seventh grade students in an instructional activity called Mind Games, in which hypothetical situations focussed on scientific issues are proposed and explored at least once during each major instructional unit. Mind games are conveyed…

This paper posits a cognitive model for understanding and learning physics that is an alternative to the formal deductive system. Recent findings of Fuller, Karplus, Lawson, and others are cited in arguing against using a formal deductive approach to teaching physics. The model demonstrates types of action-oriented knowledge structures as they…

In this project, a resynthesis of the research dealing with student performance in new science curricula was conducted using refined statistical procedures. Results generally supported earlier meta-analysis studies. (CW)

Considers research concentrating on the correlation between knowledge structure and learning. Suggests implications of this research to classroom teaching. Cites characteristics of unsuccessful and successful problem solvers. (RT)