Distinguishes between problems" and exercises" in science teaching, and disscusses the use and abuse of problem-solving in physics instruction. Suggests that the essence of problem-solving is the element of creativity and challenge. The implications of this idea for science teaching is discussed. Bibliography. (LC)

This study investigated the extent to which certain aspects of the structure of a learner's memory following instruction corresponded with the structure of the instructional material. Content structure was represented using digraph theory. The digraph analysis revealed a formal structure built substantially on six specific concepts. Cognitive…

This study involved an investigation related to student ability to carry out inquiry tasks, and to investigate the effectiveness of a technique of set induction through rule learning. Biology students from 13 high school classes were randomly selected and assigned to an experimental group, A, or to one of three control groups, B, C, or D. The…

The principal problem was to determine the interactive processes used by a sample of biology teachers in developing biology content with students in their classes. Sub-problems were: (1) determining teaching patterns for individual teachers and for the composite sample, and (2) determining differences and similarities for teachers, days and class…

Discusses some aspects of science history and educational theory to support the idea that concept learning is the most important objective in the design of effective biology instruction. (MLH)

Reports a study which reinforces the assumption that objectives enable learners to retain essential points and to organize complex cognitive processes needed for successful inquiry-oriented learning experiences. Results that knowledge of science processes (POST Scores) contributes more to achievement variance than the use of behavioral objectives.…

Author describes utilizing both cerebral hemispheres of the brain (the intuitive-metaphoric and rational-logical mind) in teaching science so that creativity in students can be fostered. (BR)

The three purposes of this study were (1) to evaluate a paper-pencil test of critical thinking skills using physical science content, (2) to compare the effectiveness of Physical Science Study Committee (PSSC) and non-PSSC physics programs in developing critical thinking skills, and (3) to identify teacher-pupil verbal interaction behaviors that…

The purpose of this study was to test the learning by discovery controversy. Three seventh-grade science classes of above average readers were selected and randomly assigned to one of three experimental treatments: discovery, guided discovery, or programed instruction. The instructional materials were derived from the Michigan Science Curriculum…

Reported is a study of the effect of aural versus verbal mode of presentation of tasks compared with respect to their effect on the degree of lateral transfer. Three tasks each requiring the derivation of a general rule describing a multiplicative relationship were selected. Pretesting on the final task and two transfer tasks using tasks presented…

Reported is a study to examine the effects of instructional procedures on acquisition and retention of cognitive learnings. Two methods were compared: (1) teacher demonstration (students observed all science activities) and (2) student laboratory (individually or in small groups, helped plan and then carried out science activities). The Taxonomy…

Reported is a preliminary effort at the development of a lesson-writing paradigm. Changes in the verbal behavior of seventh-grade pupils during their study of the first eight chapters of Volume 1 of the Intermediate Science Curriculum Study (ISCS, 1968) were related to the frequency of occurrence of the concept words in the instructional material.…