This commentary refers to a recent paper (1975) by Sayer and Ball in this journal concerning the relationships between formal operational thought and science achievement, and requests additional information on the representativeness of the sample and the performance of boys and girls on the Piagetian tasks. The requested information is provided.…

Reported is a study of the effects of self-pacing versus deadlines and working with a partner versus working alone on learning rate, retention, and attitude. Seventh grade Intermediate Science Curriculum Studies (ISCS) students of 12 teachers located in two different localities (city and county) participated in the study. Results showed that…

Because thermodynamics is usually presented in a highly mathematical context, many students fail to comprehend even its intuitive aspects. Provides simple explanations, without complicated mathematics, for the three thermodynamics laws. (MLH)

The intellectual development of students as defined by Piagetian theory is discussed with the implications that the theory and recent research results may have for teaching science. Recommended is conducting small, carefully planned investigations that will lead to a better understanding of: (1) what concepts cause problems and why; (2) what…

Examines the task of adding historical perspective to the structure of chemistry while teaching the basic chemical knowledge associated with a high school course. Suggested instructional methods include a biographical approach with a newspaper article format, a storytelling technique, and a detective approach. (GS)

Indicates that in explaining redox reactions the definition of oxidation and reduction should be in terms of oxidation number, not electron transfer. Presents reasons and examples for this approach. (GS)

Cites examples of classroom episodes illustrating how values of science can be supported by the classroom teacher. Values of science are identified from the 1966 publication of the National Education Association, "Education and the Spirit of Science." (CS)

Considers elements of instructional theory that pertain to activities that occur before the teacher confronts the student, deals with in-class performance, and presents a communications model to illustrate the interconnected parts of the instructional system. (GS)

Attributes learning difficulties in introductory chemistry to the thesis that many students have not reached the formal operations level of intellectual development. Cites instances to support this thesis, outlines an instructional procedure to overcome the difficulty, and presents a list of competencies that can be expected of these students. (GS)

Presents short articles on: recycling disposable plastics for laboratory use; an inexpensive source of atomic and molecular models; a simplified Boyle's Law demonstration; and a lab demonstrating energy transformation. (MLH)

Presents four rebuttals to a suggestion that oxidation and reduction be defined in terms of increasing and decreasing oxidation numbers rather than as a gain or loss of electrons. (MLH)

This investigation was designed to test the hypothesis that the nature of the concept learned by a student is a function of the mode of instruction. Written materials were prepared to teach the concept "mib" to students in a remedial chemistry course. One set of materials presented the concept through a programmed text format consisting of 26…

A unit analysis approach, advocated by science teachers, teaching students to solve proportions, is described. (JT)

Discusses problems encountered in formal procedures for examining concepts to determine how they might be taught and presents alternate formats for presenting concepts. Nine examples are included. (SL)