Performance on five logical, spatial, and formal tasks was used to make inferences about the reasoning structures of 101 middle and high school students. Findings (obtained during interviews) include grade level differences in performance and sex differences in performance on one of the tasks. Implications for instruction are proposed. (Author/JN)

Presents a study that investigated relationships between gender, interest, and experience in electricity. Also explored the effect of conceptual change text manipulations on learning fundamental concepts of direct current. Suggests that conceptual change text manipulations are likely to be effective for both men and women. Contains 57 references.…

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)