Extends P. E. Jonson's studies of physics learning by analyzing, on the basis of a 12-student control group, 24 high-school students' word associations, aptitude scores, and achievement results during instruction. Indicated a positive relationship between problem-solving ability and meaningful concept formation. (CC)

Investigates the effect of a directed-inquiry approach to learning science process skills and scientific problem solving in the high school biology laboratory. Reports no main effect of the approach but an interaction effect of the approach and cognitive development. (Author/YP)