Reviews a study which sought to assess the influence of field activities, as compared to classroom-contained activities, upon students in an earth science laboratory course. Test results indicated that both groups had identical levels of lower-order learning but the field-oriented group demonstrated higher levels of understanding and application.…

This report is one of three concerning the 1972-73 field test of the Inquiry Role Approach (IRA) to biology teaching developed by the staff of the Mid-Continent Regional Educational Laboratory (McREL), Kansas City, Missouri. This paper contains a report of the students' cognitive, affective, and social skills performance. The 1,300 students…

Studied the effects of the inquiry strategy method on the styles of categorization of 92 students, using results from the Sigel Cognitive Style Test administered in 1966, 1970, and 1971. Concluded that the inquiry-exposed groups were found to be significantly more analytical than the comparison groups. (CC)

Describes an investigation of the associations between students' perceptions of laboratory environment and their attitudinal, cognitive, and practical performance outcomes. Assesses student outcomes in three distinct areas: (1) student attitudes; (2) achievement on a written examination; and (3) practical performance, specifically in the biology…

Reports two small-scale studies that investigate whether the understanding of scientific concepts will be enhanced by using collaborative pairings. Examines how types of pairings affects performance. Finds students working in pairs outperformed their counterparts working individually. Also notes that dyads improved upon initial performance in…

Conceptual change teaching is an instructional method that helps students modify, extend, or exchange their alternative conceptions for the appropriate scientific conceptions. Provides activities and a diagnostic test to apply the method to the concepts of heat and temperature. (MDH)

Reports on a study that examined the differential effectiveness of traditional and discovery methods of chemistry instruction in Zambia. Compared were the teaching of science concepts, understandings about science, and scientific attitudes to learners at the concrete and formal levels of cognitive development. (TW)

This digest addresses cognitive learning with respect to outside-the-classroom instruction at the elementary school level. It notes that affective, not cognitive, learning has traditionally been the primary objective of field instruction at all K-12 levels. Therefore, most educational research in field instruction has been mainly non-cognitive in…

This publication contains most of the papers (19) presented at the 11th conference of the Australian Science Education Research Association. Papers are grouped into those reflecting the influence of contemporary movements in cognitive psychology; those concerned primarily with studying science teaching practices; those concerned with the…

Describes a study which was designed to determine the effect of a 25-hour introductory qualitative analysis course on high school students' understanding of formal concepts related to electrolytes. Suggests that introductory concrete experiences better prepare students to deal with more formal abstract concepts. (TW)

Cognitive learning related to the environment has typically been subsumed as a part of instruction in the more traditional areas of the secondary school curriculum, in particular in science and/or social studies classes. This digest contains a review of a number of studies dealing with cognitive learning in the environment, investigating the…

Proposes the use of procedural task analysis as a tool to assess a person's mental processes during problem solving in science education research. Uses transcriptions of videotape or audiotape problem-solving sessions to identify students' knowledge structures and misconceptions. (MDH)

Describes three perspectives from which middle school teachers can plan laboratory activities for the purpose of improving students' scientific literacy. Perspectives are the learning cycle approach categorizing activities by stages of development; problem-solving skills approach categorizing activities according to the amount of teacher control;…

Presents a study to examine the effects of a verbal teaching strategy versus a strategy providing instruction using activities and manipulatives in four seventh grade earth science classes with students of varying cognitive abilities (n=83). Results indicate that students with more cognitive structures perform better and that using manipulatives…

One hundred and forty students in grades 6 and 7 were asked to process 32 science statements. Half of the statements were consistent with their prior knowledge, whereas the remaining facts were inconsistent with it. Half of the students were instructed to read the sentences for understanding (reading controls). The remaining students were…