Case study recordings of a science lesson are assessed to examine the role of talk in the learning process. Implications are raised for similar informal assessments by practicing teachers. (Author)

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)

Examined student behaviors during laboratory activities and the amount of time involved in each behavior. Approximately 89 percent of the student time was spent interacting with others. The amount of time spent on various activities appeared to be dependent on the nature of the activity and on the make up of the laboratory group. (YP)