Developed was a category system for systematic observation of the verbal and non-verbal behavior of high school biology teachers in both classroom and laboratory situations. This system was used to study the similarities and differences existing between the Biological Sciences Curriculum Study (BSCS) and non-BSCS teachers. Individual teachers…

Reports degree of relationship between assessments of teachers' procedural and verbal behavior made independently by teacher self report, student checklists, and the observations of an outside observer. (AL)

The verbal interactions among pupils engaged in problem-solving tasks were studied in an attempt to explore the effectiveness of small-group learning in science. Interactions were predominantly task related, but their content rarely rose above the level of "factual information" interchange. Information exchange at higher cognitive levels…

THIS STUDY WAS CONDUCTED TO DETERMINE THE RELATIONSHIP BETWEEN THE VERBAL BEHAVIOR OF STUDENT TEACHERS AND THE ACHIEVEMENT AND SELECTED ATTITUDES OF EIGHTH GRADE STUDENTS. TEN STUDENT TEACHERS PARTICIPATED IN A WORKSHOP DESIGNED TO PREPARE THE STUDENT TEACHERS TO TEACH SCIENTIFIC INQUIRY. THE STUDENT TEACHERS WERE RESPONSIBLE FOR TEACHING A…

Developed was a category system for first-hand systematic observation of the verbal and non-verbal behavior of high school biology teachers in both classroom and laboratory situations. This was used to investigate correlations between selected personality traits and the verbal and non-verbal behaviors of high school biology teachers. Some…

Predictions from Anderson's theories of structured communication were tested in grade eitht biology classes. Students given verbal instruction with a high degree of structure performed better on acquisition tests than students receiving less structured lessons. (AL)