Students taught science concepts by physical education activities achieved higher scores on an objective test of science concepts. (AL)

High school students (learning assistants) taught science classes in elementary schools. Learning assistant and teacher were significant influences on the elementary student's performance. Individual learning assistants' attitudes toward a teaching career changed during the experiment. (AL)

Two postlaboratory discussion strategies (Probing and Nonprobing) were tested for effectiveness on learning science concepts by sixth graders. Similar laboratory experiences were provided to all, but discussion strategies differed. Analysis indicated significantly higher mean gain scores for the Nonprobing strategy group. (PS)

A 2x3x2 factorial design was used to study the effects of sex, verbalization of concepts by students, and information supplied by other students" or teachers" or performance in a multiple classification seriation task by fourth grade students. There was a significant interaction of sex and information source. (AL)

This study was designed to determine if experiences in manipulating physical objects could increase classification abilities of deaf students, ages 10 to 13. Goldstein-Sheerer Object Sorting Test forms were used in a pre- and post-test design. Analysis of data revealed increased scores of deaf children in experimental group. (PS)

Forty-five children, ages nine through eleven, were divided into control group and experimental groups that read or wrote hunches concerning a discrepant event involving sliding blocks. Those who generated hunches were shown to learn more in subsequent inquiry behaviors designed to explain the discrepant event. (MLH)

Two British elementary classes were taught chemistry by either Scheme A, involving the idea of chemical reactions as combination or decomposition, or Scheme B, the Nuffield inductive method utilizing heat and weight changes. Test results showed that Class A performed significantly better. (MLH)

Reports on a replication study to determine the relative effectiveness of two methods of instruction in teaching classificatory concepts and to determine whether maturity of children was related to level of understanding. (GS)

A group of third graders trained in the proportional reasoning associated with converting distance and elapsed time into speed scored significantly higher on an immediate retention test than the control group (no instruction), but there was no difference between groups on a delayed retention test. (MLH)

Investigated were children's reactions when allowed to choose their own apparatus and perform experiments with appropriate directions available. Few students invented their own experiments; most followed the available printed instructions. (SL)

Two groups of fourth graders performed a science activity. The treatment group first watched a filmed explanation of the activity by selected students from the class; the control group did not watch the film. The treatment group generated significantly more positive behaviors and less negative behaviors in the activity. (MLH)

Found that the following variables significantly affected the students' performance of a task involving science skills: type of rule and number of attributes used in the prediction task, and whether the student was given a verbal description of the rule to be used. (MLH)

Examines the individual and cumulative effects on achievement of providing students with objectives, sample test items, and a mastery strategy that included diagnostic testing and remedial instruction. Also investigates the effects of mastery learning on achievement of students with different aptitudes for learning. (Author/GA)