Culture has been commonly used in science education research, in particular to examine issues of equity for students from low-income, racial, and ethnic minority communities. It has provided a lens with which to appreciate science classrooms as cultural places and to recognize the importance of students' cultural ways of being as resources for…

The goal of the Inquiry Synthesis Project was to synthesize findings from research conducted between 1984 and 2002 to address the research question, "What is the impact of inquiry science instruction on K-12 student outcomes?" The timeframe of 1984 to 2002 was selected to continue a line of synthesis work last completed in 1983 by Bredderman…

This study employed hierarchical linear models (HLM) to investigate Peer-Led Guided Inquiry (PLGI), a teaching practice combining cooperative learning and inquiry and tailored for a large class. Ultimately, the study provided an example of the effective introduction of a reform pedagogical approach in a large class setting. In the narrative, the…

Effects of performance objectives on achievement of black inner city pupils were studied. Two groups of trained and untrained teachers in preparing performance objectives were formed. Results showed positive effects of teachers trained in the use of performance objectives. (PS)

This study examines strategies employed by students as they make science presentations; assesses student's conceptual understandings of particular science topics; and investigates gender differences. Focuses on the methodology employed and how it helps inform these goals. Advice for teaching students to present science, implications for use of…

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)

Describes an aptitude treatment interaction (ATI) hypothesis used to investigate relationships among aptitudes and science instructional treatments in terms of student performance. It is proposed that ATI research work in science education will systematically yield reliable generalizations about how to adapt instruction to individuals with…

Concludes that the group taught by the audio-tutorial method made significantly higher scores than did the lecture-laboratory group on both (1) achievement tests and (2) a retention test administered 11 weeks after the termination of the college Animal Biology course. (MLH)

Hypothesized that instructional methods employing concrete models and exemplars of a concept will lead to better student understanding at both the concrete and formal operational levels of cognitive development. However, concrete operational students did not profit from the instructional methods and results were not clear for early formal…

Training consisting of concept acquisition tasks was given to elementary and secondary students (n=175). Results revealed that none of the five- and six-year-olds, approximately half of the seven-year-olds, and virtually all of the eight-year-olds responded successfully to the training. (PR)

Reports the results of a study designed to compare the effects of inductive and deductive programmed instruction on students' achievement in high school chemistry classes. (JR)

Investigates the effects of combined learning cues (pretest and behavioral objectives) on the achievement levels of teachers in an inservice course. Subjects receiving the combined learning cues did not achieve at a significantly higher level than did those who did not receive the combined learning cues. (CP)

Compares student achievement and retention scores of secondary school chemistry students who were involved in: (1) learning-for-mastery, (2) personalized system of instruction and (3) control (independent study) modes of remediation work. Higher retention and more objectives were recorded by the learning-for-mastery group. (CP)