Presents a rationale for providing preschool children with experiences related to classification, seriation, and pattern recognition because they are means by which a child can organize the world around him. These are considered to be the early steps in the long developmental sequence leading to logical thinking and reflective observation. (GS)

Analyzes the meaning of Piaget's concept of abstraction and provides discussion of some of its shortcomings. (HM)

Advocates the educational theories of David Ausubel as a basis on which to build science and mathematics curricula and instructional procedures. Offers interpretations of Piaget's conservation tasks in Ausubelian theory. (CP)

Discusses the development of a list entitled Desired Characteristics of the Science Program for the Middle School'' and based on findings from physiological, psychological, and cognitive research of the in-between-ager.'' Included are two reports on school visitations and an abridged section of Transescence and the Middle School.'' (CC)

In this article a general model of mastery learning is developed and discussed using data gathered from operating applications of the mastery model in college classrooms. Suggestions for the implementation of the mastery model in the high school are also presented. (HM)

Presents a summary of science education research for 1983. The 422 reports reviewed were placed into one of seven clusters for analysis/discussion: learning and instruction; curriculum development and evaluation; cognitive development studies; test development; teacher education; science education research completed in foreign countries; and…

Investigated the development of children's concepts of the earth utilizing the Piagetian interview method to collect data from a sample of 240 children coming from grades four to eight of an experimental public school in Jerusalem, Israel. (HM)

Explores the cognitive development of Nepalese students by administering Piagetian-type tasks and comparing geographically and culturally different children. Boys and girls (N=256) of ages 8, 10, and 12 were administered tasks of conservation, classification and seriation, and causality. Implications for curriculum development in Nepal are made.…

This research assessed Australian high school students' understanding of light, developed materials to conceptual change with respect to the concept, and evaluated the effectiveness of teaching strategies utilizing the materials. After instruction, students were able to construct significantly more scientifically acceptable answers. An appendix…

Described is the importance of the cognitive level of science pupils, cognitive demands of the curriculum, and the social/cultural context within which curricula are planned. Emphasized is the historical division between planning and implementation. Suggestions for improvement are provided. (CW)

Argues that the failure of modern courses to achieve their declared goals in relation to children's understanding of science has two causes, namely teachers views about the nature of science, and a degree of confusion in the philosophical stance implicit in many science curricula. Presents a philosophical model for curricula. (CW)