Examines how information from psychological and educational research was used to develop and implement a remedial chemistry course, focusing on the viewpoint of a learning process based on research in cognitive science. Comments on textbook selection, testing, scheduling, instructional strategies, and other areas are included. (JN)

Presents research findings about textbook construction and how they should influence the development of chemistry texts. Discusses learning as a constructive process, the importance of interpreting symbolic representations, and the creation of structure by the learner. Advocates publisher responsibility for incorporating results of research when…