In this ethnographic study of summer undergraduate research (UR) experiences at four liberal arts colleges, where faculty and students work collaboratively on a project of mutual interest in an apprenticeship of authentic science research work, analysis of the accounts of faculty and student participants yields comparative insights into the…

Although there was an increase in the proportion of students using the logical principle of exclusion" from grades 7 to 9 to 12, there was little relationship with IQ and socio-economic measures. (AL)

Presents a descriptive analogy comparing Piaget's theory of intellectual development to the development of athletic abilities in order to provide insight into Piagetian theory. (SL)

Sixty-six elementary education upperclassmen were tested to determine their Piagetian stage of intellectual development. Results indicated 26 percent were very formal, 52 percent formal, 15 percent transitional, and 8 percent concrete. (SL)

Discusses and refutes Novak's arguments against Piaget's theory of intellectual development in favor of Ausubel's theory of meaningful verbal learning. (GA)

Discusses the nature of the internal representation of cognitive structure, the methodological problems involved in mapping it, and the proposed kinds of "maps." Reviews research on the organization of scientific concepts in semantic memory. (GA)

Examined influence of teaching methods on content achievement of concrete and formal concepts by students differing in level of operational thought and influence of concrete/formal teaching on the intellectural development of students (N=86 grade 9-10 biology students). Methodology, results, conclusions, and implications are discussed. (Author/JN)

Summarizes a study of instruments developed for use in assessing aspects of science curriculum and instruction. (PB)