Chlorophyll, the most abundant pigment in nature, is degraded during normal plant growth, when leaves change color, and at specific developmental stages. Chlorophyllase catalyzes the first chemical reaction in this process, that is, the hydrolysis of chlorophyll into chlorophyllide. Here, we describe a series of laboratory sessions designed to…

Describes William Perry's scheme of intellectual development, focusing on the first five stages or positions collectively termed "ways of knowing." Suggests applications of this scheme for science teaching. (DS)

The laboratory of an organic chemistry course for dietetics students is based on the learning cycle approach (exploration, invention-concept introduction, and concept application). The laboratory program is divided into four sections: lab techniques, compound types, reaction types, and reaction characteristics. (SK)

Argues that much of current science curricula and instructional strategies do not accommodate the thinking and reasoning capabilities of students. Level of capacity for abstract logical reasoning, whether the capacity can be cultivated/enhanced, consequences of mismatched intellectual levels and instructional modes, and what thinking/reasoning…

Describes a series of laboratory experiments designed to provide concrete experiences with advanced inorganic chemistry lecture topics. Stresses student invention of chemical relationships and periodicity according to physical properties and reaction type. Includes comments on student performance and attitudes toward the experiments. (JM)

Describes the design, construction, and use of oversize lecture-demonstration atomic/molecular models. These models appeal to both concrete and formal operational students. Also describes construction and use of an "spdf" sandwich board and an experiment using attribute blocks. (JN)

Reports on a study designed to determine the effectiveness of two video programs with an audience of varied ages, grade levels, and developmental levels. Indicates that a significant difference was found between concrete, transitional, and formal operational students on pretest scores and developmental levels and results on the posttest. (RT)

Outlines the constructivist model of knowledge and describes how this model relates to Piaget's theory of intellectual development. Contrasts the constructivist model with the traditional views of knowledge. Discusses how this model can help explain some of the things that happen in chemistry classrooms. (TW)

The review of science education research for 1981 includes individual analyses of approximately 400 dissertation abstracts, journal articles, research reports, and papers presented at conferences. The organization of the review is topical. Topics include: (1) status studies of science education; (2) cognitive style; (3) Piagetian studies; (4)…