Cites efforts to relate macro-level research (studies examining science achievement as related to the economic development of a nation), intermediate-level research (e.g., achievement as related to institutional variables), and micro-level research (cognitive development, etc.) to determine a science of teaching science. (CP)

Describes five stages of children's understanding about energy, reflecting an interaction between what they learn at school and their outside knowledge. Suggests a new approach for teaching the second law of energy, comparing it with the more traditional approach. (DC)

Discusses techniques for teaching science and science concepts (including the role concept), learning contrasts, biology in the press, social responsibility, and development of thinking in students. (SL)

Illustrates principles of integrated elementary school programs by reference to the development of interests by one British class that commenced with a study of a redevelopment area near the school. (AL)

Discussed is the idea that energy is the cause of change. This idea, going back to early cognitive development, means that the teaching of energy needs to confront how, thermodynamically, people can perform actions. The change in energy caused by differences is emphasized. (KR)

Discusses the use of a microcomputer in the assessment of middle school pupils in science classes. Describes experimental details, the computer program, test procedures, and results. Concluded that pupils benefit from the immediate feedback provided by computer assessment compared to traditional methods. (CW)

Presented is the extent to which pupils of different ages tend to confuse scientific and everyday meanings of "Law" and "Conservation." The concepts of resource economy, environmental concern, and the law of conservation of energy are discussed in terms of potential teaching difficulties. (KR)

Identified are some of the problems experienced by students when learning about organic chemistry reaction mechanisms. Strategies are suggested which may be used by students to facilitate understanding of these mechanisms. (KR)

Discusses psychological applications for science curriculum and instruction, addressing difficulty in learning science (Piagetian theory); meaningful learning (reformulation, application, making use of prior knowledge, learner involvement); value of practical work (acquisition of skills, enhancing learning, motivation); and affective aspects…