Comments on the study of Mali and Howe (1979) which used the work of Nussbaum and Novak to examine the notions that Nepali children hold about the earth. (HM)

This second part of a review on teaching science to middle school students notes Piagetian ideas related to the learning of these students and focuses on the curriculum and needs of students. (MNS)

Reviews major purposes and conclusions, and criticisms of cross cultural Piagetian studies conducted during the last two decades. The particular interest of science educators in the work is discussed in light of the availability of new instruments for assessing levels of cognitive development and for analyzing science curricula. (Author/JN)

This article supports the learning theory and intellectual development model of Jean Piaget as a theory base for science education. (Author/MK)

All forms of evaluation, including teachers' qualitative judgments and quantitative information from tests and measures, have an important place in issues-based instruction. Proper assessment of as many student characteristics as possible provides an overall view vital to understanding individual students and effects of instructor, curriculum, and…

The relationship of Piagetian cognitive modes and integrated science process skills is explored in this study. Specifically, this investigation focused on identifying the hierarchical relationship among Piagetian cognitive modes and integrated science process skills for different Piagetian cognitive reasoning levels and to determine if positive…

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…

Presents a model by which teachers can plan science activities for unmotivated students. The student-centered curriculum is briefly outlined with references and a variety of teaching materials are listed. (SA)

This paper discusses the implications of Piaget's theory to science education. The first section of the paper, "What Science Teachers Need To Know: Scientific Knowledge and Its Source," describes three sources of students' knowledge and corresponding educational practices. The second section, "Functions of Intelligence," discusses the concept of…

This issue of Investigations in Science Education contains articles about attitude research in science education. It contains the critiques of nine articles about attitude research as well as three responses to critiques. One response relates to a critique published in an earlier issue while the other two responses are paired with the critiques…

Described are ways in which curriculum in science and mathematics may be shaped to the adolescent. Several examples relate to cognitive development, neurological functioning, physical changes, social evolution, and moral growth of the adolescent. (DS)

The development of earth and gravity concepts among 250 schoolchildren ages 8, 10 and 12 from two regions of Nepal was investigated. The children studied five nations located in different parts of the world. (HM)

Considers an aspect of children's thinking and learning: the set of beliefs or expectations they hold about the way natural phenomena occur and how they affect the sense pupils make of experiences we give them in science classes. Implications for instruction are addressed. (Author/SK)

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)

Two studies examined the construction of children's beliefs about projectile motion of a ball rolled off a table. Describes the concepts used by children, analyzes their use as a function of age, and gives a naturalistic description of their use. Results indicate that appropriate instruction can remediate misconceptions. (MDH)