Indicates that a large section of general education biology students can be divided into smaller groups, each receiving different amounts and kinds of instruction, with no apparent effect on their achievement, their attitudes toward the course, or their attitudes toward science. (LS)

Students given sufficient information to be able to design chemical separations of cations performed better on a post-test, and on a four-month retention test on chemical knowledge and laboratory procedures, than students given a detailed laboratory guide listing the steps to follow. (AL)

Presents data that contradict the facilitating effect of advanced organizers demonstrated in 1960 by Ausubel when using the same materials. Suggests possible reasons for the discrepancy and lists conditions where organizers may be effective. (AL)

In each of three studies, students using computer assisted instruction for supplemental drill and practice in a first organic chemistry course performed consistently higher than control students on sections of the course examinations related to the content of the programs. (AL)

There were no differences in the understanding of physical optics and ability to solve physical optics problems after instruction or on a delayed test between students with or without prior instruction in wave motion. (AL)

Students receiving audio-tutorial genetics instruction in an indirect mode were better able to use knowledge to solve genetics problems than those with more direct audio-tutorial instruction. Describes an instrument to assess the "direct" to "indirect" ratio of taped instruction. (AL)

Attitude toward an undergraduate audio-tutorial biology course became more favorable as the course progressed. Aptitude scores were significantly related to achievement, with math aptitude the best predictor, but not to attitude toward the instructional technique. (AL)

College biology students attending an audio-tutorial center with high kinetic structure performed significantly better on achievement tests than students in a corresponding low kinetic structure laboratory. Gives numerous other findings concerning measurable aspects of audio-tutorial settings. (MLH)

Different learner characteristics are related to success in audio-tutorial and traditional" courses when step-wise multiple regression analysis is used. (AL)

College physics students' understanding of the process of science, as measured by the Science Process Inventory, was better for students in a traditional, structured laboratory than in an inquiry laboratory that covered the same experiments. (MLH)

Concludes that the group taught by the audio-tutorial method made significantly higher scores than did the lecture-laboratory group on both (1) achievement tests and (2) a retention test administered 11 weeks after the termination of the college Animal Biology course. (MLH)

Investigates the effect of three models of teaching college astronomy on knowledge acquisition, based on the principles of kinetic structure analysis and the psychological concept of mass versus distributed practice. Results indicate that distributed integration is better than nondistributed integration in teaching certain fields in astronomy. (HM)

Examines statistical correlations between six student traits and five measures of course success for 103 college students enrolled in an audio-tutorial introductory chemistry course. Among the conclusions was that the best predictors of success are the measures of prior achievement, notably grade-point average. (MLH)

Describes two types of computer-based experiments: simulation (which assumes no student knowledge of the workings of the computer program) is recommended for experiments aimed at inductive reasoning; and modeling (which assumes student understanding of the computer program) is recommended for deductive processes. (MLH)