Reviews major purposes and conclusions, and criticisms of cross cultural Piagetian studies conducted during the last two decades. The particular interest of science educators in the work is discussed in light of the availability of new instruments for assessing levels of cognitive development and for analyzing science curricula. (Author/JN)

All forms of evaluation, including teachers' qualitative judgments and quantitative information from tests and measures, have an important place in issues-based instruction. Proper assessment of as many student characteristics as possible provides an overall view vital to understanding individual students and effects of instructor, curriculum, and…

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…

Discusses the differences between Piagetian and post-Piagetian conceptions of intellectual development and the implications of these differences for science education in early childhood. (GLR)

Developmental assumptions that are frequently regarded as constraints on elementary school science curricula are analyzed. The argument that elementary school children cannot function as experimentalists because they have not yet attained formal operational thought is not supported by the Piagetian or non-Piagetian research reviewed. (SLD)

Research on science education in the Caribbean which has been completed and published between 1970-1987 in the form of doctoral or masters theses, published papers, conference/seminar papers, and university-based mimeograph research material was examined, synthesized, and organized around the following themes: (1) agricultural education; (2)…

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)…

A concept/process-based science education program is any science education program in which curriculum instruction, learning, activities, and evaluation are organized by an identified set of fundamental concepts and processes to be developed by students. This differs from science education programs that are topically based. Although topical…

Presented is an annotated list of 422 science education research reports published during 1983. Provided with each entry is the title, author(s), source, annotation, and (when applicable) educational level. Also provided is the ED number for those items available from the Educational Document Reproduction Service (EDRS). The following types of…

Reports on research studies concerning cognitive learning in the environment as it relates to elementary schools. Indicates that field instruction is useful in promoting and achieving cognitive gain when effectively planned, managed, and coordinated with other modes of instruction. (RT)

Major efforts are underway to identify and define a science of science education which will reverse the relationship between research and program development. This trend is toward using research on how learners grow and develop prior to program development and the organization of instructional techniques. Clear scientific explanations of how…