Discusses the cognitive outcomes of physics laboratory exercises and suggests three types of experiments which should be added to those normally used in physics courses. (HM)

Proposes that cognitive developmental stages can be accounted for in terms of information processing factors which limit the highest level of cognitive system which children can attain at any given age. Delineates four progressively more complex levels of cognitive mediation of the environment. Two experiments which support the developmental model…

Investigates how intellectual development, IQ, and achievement of 92 high school biology students were affected by inquiry teaching methods. A pre-post-test design of four parameters (Cognitive development, content achievement, inquiry skills achievement, and IQ) was used. Results show that inquiry teaching produces significant gains in all…

Presents specific guidelines which content-oriented science teachers can follow in order to develop subject-matter comprehension, decision-making skills, and values/moral clarification and reasoning processes in their students. (Author/HM)

This paper was presented at the Southeast Asian Workshop on new trends in the selection of content for chemistry curricula. The chemistry curriculum project developed by the Institute for the Promotion of Teaching Science and Technology (IPST) of Thailand was discussed. (HM)

A study of 11- and 12-year-old girls indicates that either of two training procedures, method training or dimension training, can aid in the transition from concrete operational to formal operational thought by promoting a hypothesis-testing attitude. (BH)

Discusses the importance of questioning as a means of achieving independent intelligence, critical thinking, and learning to learn. Advocates a science program that encourages investigation, discovery, and questioning. (MA)

A reasoning test was administered by all science teachers at a high school. This report presents the results of the test and explains how this information can be used to improve teaching. (BB)

In this article particular attention is paid to research directly or indirectly relevant to child development programs and supplemental child care. Emphasis is given to the integration of findings, the identification of unaddressed questions, and methodological problems. (MS)

Richard Skemp, author of The Psychology of Learning Mathematics, briefly outlines his theory of schematic learning and comments on motivation, contributions by psychologists to the learning of mathematics, British Curriculum Projects, "Modern Mathematics," and provisions for slow learners and for gifted children. (DT)

Investigated were operative comprehension differences between 239 sixth and eighth grade pupils in activity oriented science programs and 249 students in a textbook oriented science program. Results indicated no differences among sixth graders, but activity oriented eighth graders scored higher than textbook oriented students. (SL)

Argues that "within the framework of certain cognitive approaches to achievement motivation, it seems possible to integrate the multiple contributions to achievement orientations of interest, cultural values, and social influence without appealing to widely divergent theoretical concepts or to complex and nonquantitative dependent measures."…