An assessment-oriented design-based research model was applied to existing inquiry-oriented multimedia programs in astronomy, biology, and ecology. Building on emerging situative theories of assessment, the model extends prevailing views of formative assessment "for" learning by embedding "discursive" formative assessment more directly into the…

Reports the relationship between student characteristics and results of a test of misunderstanding administered to 49 suburban high school students enrolled in a New York State Regents Chemistry Class. A multiple regression analysis of data revealed that the best predictors of performance on the posttest misunderstanding test was the pretest score…

Reviews an investigation of the effects of problem format and the number of independent variables on the responses of students to a control of variables reasoning task. Results indicate that adding independent variables to a control of variables reasoning problem leads to an overload of working memory which affects performance. (ML)

Described are the comprehension monitoring abilities of science students when reading science textbooks. The incorrect use of schemata and the limiting influence of metacognitive abilities on the improvement of meaningful learning is discussed. (KR)

The use of the expert-novice technique in science education is examined critically. Discussed are four techniques including their methodological limitations. Improvements and alternatives in experimental design are suggested. (Author/CW)

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)

Presents data which leads to the construction of a response to the question of how different phases of the learning cycle influence physics students' content achievement and attitudes. Discusses the importance of the learning cycle in science instruction and the strength of using contrasting techniques (qualitative and quantitative) in research.…

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)

Determined was the effect that cooperative groups heterogeneously based on proportional reasoning ability have on problem solving in regular and honors high school chemistry. Characteristics of successful and unsuccessful problem solvers individually and in groups are discussed. (KR)

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)

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)

Reports on students' study and drawing of five electronic circuit diagrams. Concludes that the success of the students depended upon the amount of detail in the instructional diagrams. (RT)

Describes an investigation of the strategies used by 47 high school students in solving volumetric analysis problems in chemistry. Reports that students in the high ability group mainly used the "formula" approach, while those in the low ability group tended to use the "proportional" approach to problem solving. (TW)

Examines (1) how students evaluate information obtained in the science laboratory; (2) the effects of use of microcomputer-based laboratory; and, (3) the effects of explicit instruction on critical evaluation skills. Discusses results in terms of students' propensity to accept incorrect graphs and in terms of the effect of the enhanced instruction…

Reports on a study that investigated the effects of various instructional practices on programming proficiency focusing on characteristics of Pascal classes. States that instructional practices involve extensive on-line access, explicit instruction, and extensive feedback. (ML)