Investigated whether a self-paced, individualized instruction course in chemistry and physics would result in: (1) greater level of achievement of academically underprepared students (N=80); (2) more satisfaction with instruction; and (3) more positive attitudes when compared with conventional instruction. Results indicate individualized treatment…

Studied effectiveness of teaching conservation of chemical identity, composition, and mass to 12 boys and 11 girls of ages ranging from 11.11 to 12.10, using techniques analogous to Piaget's. Indicated the necessity of course re-examination to facilitate attainment of conservation concepts. (CC)

Presents a new method in test construction which augments an instrument's validity beyond that possible by standard procedures. (Author/JR)

Reports the results of a comparative evaluation of Harvard Project Physics (HPP) and non-HPP student performance, and demonstrates the ability of a new test construction paradigm to generate valuable feedback for curriculum developers, teachers, and students. (JR)