This study aims to add to the growing research related to the implementation of non-traditional writing tasks in classrooms to encourage science literacy. A secondary reanalysis methodology was employed to review student interviews collected as a part of several individual studies during a ten year research program. This method established an…

A study to demonstrate the use of multiple regression for evaluation of instructional strategies in science. Two groups of students received Audio-Tutorial and conventional instruction. Research design was a treatment by levels with two treatments and three levels of aptitude within each treatment. (PS)

Presents a model of collective teaching and learning as a way to build deep learning of science concepts while learning about alternative ways to teach the same subject matter. Articulates coteaching/cogenerative dialoguing in terms of activity theory and the associated first-person research methodology that has been developed as a method for…

This study examines the development of ways of documenting and portraying science teachers' pedagogical content knowledge (PCK). As a result of a longitudinal study into science teachers' pedagogical content knowledge, a method is developed for capturing and portraying PCK that comprises two important elements. The first is linked to the…

Examines status of quantitative treatment verification, presents arguments for its use, and describes a study examining differences between two laboratory approaches in high school biology. Suggests the ability to demonstrate quantitatively that specific classroom events contribute to measured changes in students productivity will aid researchers…

Consolidates information on selected matters reported in two or more separate meta-analyses reported in this issue (SE 533 494-500). Also examines the relationship between results of these meta-analyses and other work of this nature reported in other sources. Indicates high degree of consistency among results of these various meta-analyses.…

National Association for Research in Science Teaching (NARST) members (N=101) responded to a 1979 survey, listing 398 statements of needed research. Three categories of needed research emerged as the greatest concern of these NARST members: instructional strategy, learning, and student/teacher attitudes. (Author/JN)