Contains 26 statements about science education that summarize the author's address at the 8th Annual Hoosier Association of Science Teachers, Inc. Convention. Topics include declining enrollments, average age of science teachers, and wait time. (MA)

The relationship between the effects of structure in teaching and the abilities or personalities of ten- and twelve-year-olds was investigated. Results showed a weak interaction of teaching methods with ability and a strong interaction with personality. (MN)

Relationships between cognitive style, conceptual tempo, and problem solving strategies of 81 fifth-grade students were examined. While cognitive style was not related to strategies used in problem solving, conceptual tempo influenced time spent and quality and quantity of questions asked. Effective training techniques were also described.…

Analyzes the literature pertaining to the adult's need to learn how to learn and this concept's relevance for successful adult learning in three modes (learning on one's own, collaborative learning, and institutional learning). Also, discusses training (which helps adults acquire learning skills) and suggests some researchable questions. (EM)

Results of an administration of the Matching Familiar Figures Test to 1484 Guatemalan children indicated that response time correlated more highly with the difficulty level of items within a test than with accuracy. (MS)

Children's learning preferences sometimes appear to be unique and specific to their cultural groups. (MM)

The use and problems associated with standardized tests are not only technical, but also involve philosophical and moral issues such as "what it is that we want education to be," and "what are the behaviors and goals of educators and learners that we are willing to encourage." (Author/AM)

A metacognitive model was proposed as an explanatory framework for spontaneous strategy use. A study in which hyperactive children transferred newly acquired strategies following self-control training and attributional retraining served as an illustration of how components in the model can be used to better understand "spontaneity." (Author/LMO)

Challenges 15 popular beliefs held about students and optimal learning environments by citing data from studies of student learning styles. Individual learning styles vary, and academic achievement can be improved by providing flexible teaching styles and classroom environments where students can match their learning styles. Includes extensive…

Explores the requirements for a general theory of second language learning that accounts both for the fact that people can learn more than one language and for the generalizable individual differences that occur in such learning, and considers the formalization and testing of such a theoretical model. (Author/CB)

A survey of Black students at Georgia State University found that first-year students tended to rate themselves as rigid thinkers and the second-year students did not, suggesting that students perceiving themselves as poor thinkers can become flexible thinkers with appropriate advising, counseling, and teaching activities. (MSE)

Techniques for helping students who are inconsistent in their efforts and their work are discussed. (MT)

Discusses how Anthony Gregorc's mind styles research can help college students determine which professor's teaching styles best complement their personal learning styles. Identifies four styles: (1) concrete sequential, (2) abstract sequential, (3) abstract random, and (4) concrete random. (SKC)

Examined depression, life stress, cognitive distortions, cognitive rigidity, problem-solving, loneliness, and family support in college freshmen (N=158) using self-report measures. Results suggest that depression has important interpersonal correlates. Loneliness and poor self-appraised social problem-solving combined and interacted with life…