This study describes strategies fifth- and sixth-grade children used to solve the problem of determining how to control a "vehicle" they "drove" by pressing particular keys on a computer. The problem involves identifying or discovering a set of cause-effect relationships. (Author/JN)

Investigates the additive memory effect of two modes of presenting information to elementary children on the retention of both images and words. Children represented more information in pictorial than in verbal form. The visual-verbal treatment group scored higher on most of both verbal and pictorial responses than the visual treatment group.…

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)

Reviews the neural modeling principles of learning, perception, cognition, and motor control, discusses their applications to sensory-motor problem solving, and explores possible relationships between that pattern of problem solving and aspects of higher order formal operational problem solving. Cites implications for science education. (ML)

Discussed is the philosophy of the educational purpose of science education, the science involved, and the relationships of students and learning and students and content. A list of 14 references is included. (CW)

Presents study findings which explored the effect of teacher reasoning level and teaching style preference on improvement in student-reasoning ability. Reports that students of concrete operational teachers and of inquiry teachers showed greater gains in reasoning ability than students of formal operational teachers and of expository teachers. (ML)

Examined are two aspects of science education--the nature of science and curriculum reform. Contemporary views on the tentative nature of science and a generative model of learning are synthesized. (KR)

Discusses the value of studying errors made by students in the process of learning science. Addresses 20 research questions dealing with student learning errors. Attempts to characterize errors made by students and clarify some terms used in error research. (TW)

Reports on a study designed to examine the effect of concrete and formal instruction upon reasoning and science achievement of sixth grade students. Results indicated that the concrete instruction group had significantly higher levels of performance in science achievement and cognitive development and that males outperformed females. (TW)

Uses two studies to examine developmental and task effects in estimation problems. Results are discussed in terms of student and task characteristics and the implications of such variables on information processing model of learning. Implications for science teaching, learning problem diagnostics, and science curricula are also discussed. (TW)