Performed a variance analysis of the relation between the amount of time students spend experiencing hands-on science and science achievement. Reports that students who engaged in hands-on activities frequently scored significantly higher on a standardized test of science achievement than students who did not. (Author/JRH)

Analyzes student discourse in 4 grade-12 lab groups working on microcomputer-based laboratories. Analysis reveals the role the computer plays in the group context and the ways that this context is shaped by the computer. Contains 22 references. (Author/JRH)

Uses the Science Process Skills Inventory (SPSI) to analyze student efforts at writing experimental designs. Results indicate that explicit, incremental development of the science process skills of formulating hypotheses and identifying variables, together with model examples, may be a means to facilitate student success in designing science…

Establishes the extent to which practical work in South African high schools varies with respect to factors such as gender of student, type of school, medium of instruction, and examination board. Investigates the relationship between experience of experimental work and pupil attainment as measured by matriculation grade. (Author/GA)

Describes an investigation of the strategies used by 47 high school students in solving volumetric analysis problems in chemistry. Reports that students in the high ability group mainly used the "formula" approach, while those in the low ability group tended to use the "proportional" approach to problem solving. (TW)

Reports on a study which compared the effectiveness of microcomputer simulated experiences with that of parallel, hands-on laboratory instruction for teaching the concept of volume displacement to junior high school students. Results indicated that computer simulated experience were as affective as hands-on laboratory experiences. (TW)