Cites ways by which increased technology and advanced industrialization have led to decreased mental demands on most people. Views the teaching of science as an area in which appeasements must not be made. (CP)

Discusses the use and stimulation of lateral, or divergent, thinking to promote creativity. (SL)

Describes briefly the basic principles of humanistic psychology in contrast with behaviorism and Fraudianism. Presents some guidelines for science educator's use of humanistic psychology in the classroom. (PS)

Focuses on constructivism and lists some of the procedures that teachers use to illustrate the constructivist learning model. Describes characteristics of a classroom that is using the constructivist model. First published in 1991. (YDS)

Discusses how affective goals in science education can be identified. The discussion includes (1) the common definition of affective domain; (2) Krathwohl's taxonomy of affective objectives; (3) self-concept objectives; (4) evaluation of outcomes; and (5) developing behavioral objectives dealing with the affective domain. (HM)

An evaluation instrument, the Concept Inventory, was designed to be diagnostic, and to be helpful for student self-evaluation. A sample test instrument is shown along with some sample results. A discussion of test results is included. A bibliography is appended. (AJ)

Reviews Piaget's stages of development and describes types of educational activities which are appropriate for specific levels of cognitive development. (CP)

Discusses how science programs K-16 should be developed to meet the modern objectives of science education and restore its true meaning. The theories of Phenix and Ausubel are included in this discussion. (HM)

Describes a study of 708 eleventh and twelfth graders of cognitive development and their ability to learn physics. The theories of Piaget were used as a model to study the teaching and learning of physics. (MDR)

Discusses the importance of developing students' understanding of certain spatial aspects of important concepts. Piaget's contributions to the development of spatial conceptualization are included. Some examples for applying spatial techniques in earth sciences, physics, and chemistry are also presented. (HM)

Discusses advantages and disadvantages of standard high school biology and chemistry course sequences. Relates these sequences to Piagetian developmental levels as well as to David Ausubel's cognitive theory. Suggests that the sequences be reexamined in light of issues considered. (JM)

Discusses briefly Piaget's views on intellectual development as related to science teaching. Describes intellectual activities observed in science classrooms and shows how specific science lessons can be designed to encourage cognitive development. (GA)

Presents a classroom activity which can be used both to assess student's modes of thought and to clarify the logic of hypothesis testing. The task is based on Piaget's theories of cognitive development. (HM)

Discussed is the teaching of physics with an emphasis on the learning of concepts before problem solving. Examples of this approach are provided. (CW)

Reviews current brain research and implications for science instruction. Includes discussions of correlations between Piagetian stages of cognitive development and human brain development, arousal and attention mechanisms, and hemispheric specialization. (SK)