Shows a cultural influence on children's conceptions of time and motion. Data support the contention that cognitive structure differentiation is primarily a function of experimental rather than innate or invariant factors. (Author/GS)

Discusses the criterion referenced test and focuses on such questions as What is it? What are the advantages to be gained from a performance-based curriculum and criterion reference evaluation procedures? What are the disadvantages? The Science - A Process Approach program is identified as the most complete and tested example of the use of…

Presents a rationale for providing preschool children with experiences related to classification, seriation, and pattern recognition because they are means by which a child can organize the world around him. These are considered to be the early steps in the long developmental sequence leading to logical thinking and reflective observation. (GS)

Investigated whether a difference in spatial ability existed among 78 fourth grade boys and girls and whether the spatial ability of fourth grade girls and boys would be differentially affected by instruction using the Spatial Visualization Abilities Test (SVAT) to measure performance. (HM)

Discusses the development, field testing, and validation of an instrument designed to assess secondary school students' understanding of the nature of scientific knowledge. (GA)

Compares the performance of three groups of students on two instruments developed to measure an understanding of: (1) metric relationships and (2) metric applications. It is concluded that participants are able to perform paper-pencil computation with metric units without being able to apply them. (HM)

This evaluation was designed to investigate the cognitive and affective responses of elementary school students to the interdisciplinary, process oriented curriculum Unified Science and Mathematics for Elementary Schools (USMES). Results of the study which involved 40 USMES and 40 control classes are provided. (Author/CP)

A group of secondary science students showed significant gains, as measured by two separate instruments, in the understanding of the procedures, processes, and methods of science after participating in a six-week Secondary Science Training Program (SSTP). (MLH)

Indicates that the explanation of what it means to obtain a significant F-ratio in discriminant function analysis, presented by K. E. Anderson in an earlier volume of Science Education, is incorrect. (JR)

Reports the effects of exposing both kindergarten and elementary school children to high and low speed motion pictures on children's estimation of time. Concluded the children's judgment is dependent upon their chronological ages and daily experiences of visual perception. (CC)

Reviews literature on the effectiveness of pictures used in classrooms and concludes that further research in this field can provide a basis for reliable instruction decision making. Research problems are identified, some of which are related to picture types, subject content presentation formats, and their relations with learner's…

Empirical data relate to Bruner's and Ausubel's theories of learning concepts at different age levels. The concept of vector addition was taught to eighth, ninth, and tenth grade students. The concept was learned and retained by high ability ninth and all tenth grade students. (PS)

Examines the relationships between mental maturity and achievement in three types of science concepts-classificational, correlational, and theoretical. (AL)

Many science curriculum development projects have the goal of increasing students' ability to employ scientific or formal reasoning strategies. Argues that longitudinal data of students who acquired formal reasoning strategies as a consequence of specific instruction are needed to provide evidence that these skills will help in other academic…