The purpose of this qualitative exploratory study was to identify factors that influenced prospective and experienced secondary level science teachers' reasoning as they evaluated or selected tasks to formatively assess their students' understanding of scientific concepts. The analysis of the coded written responses revealed two categories of…

Describes a heuristic model that facilitates the conceptualization of linguistic-imaginal processes and forms the basis for a method of relating learner aptitudes to specific instructional stimuli in science education. (MLH)

This study investigated interactions between student traits and treatments. Engineering and physics majors were enrolled in either a lecture-recitation-laboratory section, or an audio-tutorial section of an introductory physics course. No significant differences were found between the two groups, but an interaction was found between two traits…

Examines regression analysis of 12 aptitude measures and an achievement criterion measure in a study of 285 ninth-grade science students who were randomly assigned to one of four individualized programs: teacher-directed treatment, media treatment, reading treatment, and programmed instruction treatment. (MLH)

Explored the effects of learning on structural modifications to the periodic table; the location of a periodic table within instructional materials; and the presence of a two-page schema showing relationships between the topics explained in the written materials and the periodic table. Results obtained from 160 students are reported and discussed.…

Investigated superiority of instructional strategies (factor-label method, proportionality, use of analogies, use of diagrams) in teaching problem-solving related to mole concept, gas laws, stoichiometry, and molarity. Also investigated effectiveness of strategies for students (N=609) with different verbal-visual preferences, proportional…

Investigated were the seating patterns of target students in science classrooms to see whether there was an action zone or T zone present. Questioning level, understanding level of students, and pacing of instruction by teachers are discussed in terms of target students. (KR)

Effect of science instruction on young children's (N=64) concept of Piagetian physical causality was investigated. Results indicate, that pre/concrete-operational children can learn and apply a definition of living when that definition is taught through observable characteristics. Additional results and implications for elementary science…

Investigated dynamics of change at the classroom level by identifying factors influencing change perceived by administrators, teachers, pupils, and investigator-observer. Results are reported as facilitating/hindering factors affecting adoption of individualized instruction, including teacher, course of study, facilities/materials, administration,…

Determined (1) if ninth-grade students (N=221) receiving pictoral treatment with critical attributes highlighted performed better on an identification test than those receiving diagram form instruction, and (2) if high verbal learners receiving a largely diagrammatic treatment performed better on a classification test than high verbal students…

Investigated effects of limited oral/physical teacher intervention on object manipulation by preschool/early elementary children (N=70). Experimental students had magnets placed in their hands and were orally invited to explore. Results indicated differences between experimental/control groups in time spent with objects, number of activities…

Results are reported of performance and attitudes of students (N=109) receiving high structure (objectives, reviews, examples, questions, feedback) and students (N=108) receiving low structure (emphasis on content) laboratory manuals and instructions. (SK)

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)

Consolidates information on selected matters reported in two or more separate meta-analyses reported in this issue (SE 533 494-500). Also examines the relationship between results of these meta-analyses and other work of this nature reported in other sources. Indicates high degree of consistency among results of these various meta-analyses.…

Discusses the use of mental ability tests for grouping science students. Describes a study which investigated the analytical skill items on the Otis-Lennon Mental Ability Test for field independent bias. Results indicated that the test is biased in favor of individuals with field independent perceptual orientation. (TW)