One of the core practices of science is constructing scientific explanations. However, numerous studies have shown that constructing scientific explanations poses significant challenges to students. Proper assessment of scientific explanations is costly and time-consuming, and teachers often do not have a clear definition of the educational goals…

Science as an enterprise has been and continues to be exclusionary, perpetuating inequities among whose voice is heard as well as what/whose knowledge is recognized as valid. Women, people of color, and persons with disabilities are still vastly outnumbered in science and engineering by their White, male counterparts. These types of imbalances…

Based on quantitative survey data collected from an inquiry-based general chemistry laboratory course, the current study used marginal models to evaluate changes in students' teamwork and problem-solving skills, attitudes to teamwork, and willingness to explore new issues before and after the course. The results suggest that introductory-level…

Students with the most significant cognitive disabilities (SCD) are the 1% of the total student population who have a disability or multiple disabilities that significantly impact intellectual functioning and adaptive behaviors and who require individualized instruction and substantial supports. Historically, these students have received little…

Investigated was the adequacy of a teaching-learning model for improving the level of achievement and attitudes of culturally deprived children in heterogeneous classes, while offering adequate learning opportunity to those who were not deprived. A seventh grade biology course on aquatic zoo ecology was developed for this model. (Author/HM)

There were no differences in critical thinking, understanding of science, or achievement outcomes between students using an ISCS type instructional unit and those given group instruction over the same content. (AL)

Investigated the appropriateness of audiotutorial instruction for a wide spectrum of students. Questions whether there are significant relationships between personal traits of variables of achievement and success, whether there is a different set of personal traits for high and low achievers, and how well a battery makes ex post facto predictions.…

This study focuses on the transmission stage of curriculum implementation, specifically at the interaction level of curriculum developer and teacher. Level of agreement regarding objectives and priorities between evaluators, teachers, and developers was determined for a unit on "colors" developed for primary school children and partially…

Examines a number of factors that might influence performance in a college laboratory chemistry course. Compares the achievement and time for students doing a simulated or a laboratory experiment. Tries to identify differences in performance for students of different aptitude and possible interaction between types of experiment and student…

Investigates the existence of a differential set of characteristics, so that students can be categorized with respect to achievement and work styles. (GA)

Analyzes ways in which biology is taught by experienced teachers and discusses contexts in which specific teaching strategies seemed successful. Analyses of teachers' responses reveals complex relationships among their perception of what was distinctive about their biology program and students, allocation of class time, efforts to individualize…

Investigates the differential effect of an advanced organizer on the meaningful learning and retention of information presented to the learner in a sequential, structured program of individualized instruction. (Author/GS)

Reports on an investigation in which topics in genetics and probability were taught to students divided along the Piagetian dimension of field-indepent (FI) and field-dependent (FD) ability. Two teaching strategies, inductive (IND) and a deductive (DED) approaches, were used. Retention scores revealed that regardless of strategy experienced, FI…

Determined was the effect of autotutorial instruction in the laboratory portion of a general biology course designed for nonbiology majors. Results indicate positive effects in enrollment, increased retention, and improved student achievement. (CS)

Examines regression analysis of 12 aptitude measures and an achievement criterion measure in a study of 285 ninth-grade science students who were randomly assigned to one of four individualized programs: teacher-directed treatment, media treatment, reading treatment, and programmed instruction treatment. (MLH)