This study investigates whether the Cognitive Acceleration through Science Education (CASE) scheme could be used to meet the demands of the Literacy and Numeracy Framework (LNF). The LNF is part of the Welsh Government's improvement strategy in response to perceived poor performance in the Programme for International Student Assessment (PISA)…

This article describes key facets of the Cognitive Acceleration through Science Education (CASE), a curriculum that emerged in the United Kingdom, enabling teachers to accelerate the process of cognitive development so that more students could attain the higher-order thinking skills (formal operational thinking) required (Lecky, 2012). CASE, also…

The main areas of difficulty experienced by those teaching and learning organic chemistry at high school and introductory university level in Ireland have been identified, and the findings support previous studies in Ireland and globally. Using these findings and insights from chemistry education research (CER), the Organic Chemistry in Action!…

To address the need to better prepare teachers to enact science education reforms, the National Science Foundation has supported a Research Experience for Teachers (RET's) format for teacher professional development. In these experiences, teachers work closely with practicing scientists to engage in authentic scientific inquiry. Although…

Formal mathematical methods remain, for most high school students, mysterious, artificial and not a part of their regular intuitive thinking. The authors develop some themes that could lead to a radically new approach. According to this thesis, the teaching of programming languages as a regular part of academic progress can contribute effectively…

Students' preferences changed from applied to theoretical aspects of physics, and from recall of facts to identification of fundamental principles during two years of study of the Physical Science Study Committee in Australian High Schools. (AL)

Examined were the cognitive preferences of sixth grade students in relationship both to student involvement in a program utilizing Elementary Science Study Materials and to the teaching strategies employed by the teachers. Two-hundred twenty-six students of eleven teachers, who had taken part in summer workshops to gain experience in using ESS…

The Science Curriculum Improvement Study program is meeting its own objectives. There were significant differences between cognitive performance of SCIS and control classes related to materials studied. (AL)

Two Biological Sciences Curriculum Study (BSCS) approaches to teaching high school biology were employed to study the relative effects which different curriculum approaches might have on certain intellectual aptitudes of students. Subjects included 144 students enrolled in the BSCS Yellow Version and 143 students enrolled in BSCS Blue Version.…

Reported is a study to determine whether 249 ninth-grade students completing the third year of the Intermediate Science Curriculum Study (ISCS) instructional sequence performed differently on 19 conservation tasks than did 239 non-ISCS ninth-grade students. The tasks were presented via 35-mm color slides and a tape-recorded protocol. Students in…

In a longitudinal study, third grade children using Science Curriculum Improvement Study (SCIS) materials were compared with comparable non-SCIS children. Data analysis showed SCIS children superior to non-SCIS children. (PS)

Describes OIC philosophy and development of SCIS, the Science Curriculum Improvement Study, materials and program. (CP)

Introduces biology teachers to the central ideas of Piaget's theory of intellectual development. Also presents a scheme of biology instruction and classroom procedures based on a Piaget-related theory of learning. (PEB)

A number of the working papers produced for the guidance of the staff of the Australian Science Education Project during the development of instructional units for secondary school science are included in this package. Topics covered range from a discussion of the implications, for curriculum writers, of the research on cognitive development to…

The purpose of this study was to investigate whether success in the Science - A Process Approach (SAPA) process of classification designed for primary grade children is contingent upon the children's developmental level as defined by Piaget's theory. The investigators sought to determine whether children who had reached the concrete operational…