Argues that affective learning is a poorly understood phenomenon and that objective-setting and evaluation for learning in the affective domain are often neglected in educational programs. Addresses the problem this creates for nonformal science-learning centers. Contains 38 references. (DDR)

Described are the dimensions of the perceived crises in science education as described by responses from 28 science educators (see SE 528 242). Also discussed are some proposed solutions. Areas of crises and solutions include administration, research, science content and theory, and learning. (Authors/DS)

The Iowa-Scope, Sequence, and Coordination (SS&C) Program assists schools with reform of their entire middle school programs, grades 6-8, and features the science, technology, and society (STS) instructional approach. This reform translates to the creation of new frameworks for the school program and aims to produce "constructivist"…

The purposes of this study were to investigate: (1) effectiveness of three small group teaching methods on the acquisition and retention of seriation abilities; (2) transfer of seriation abilities using the three treatments; and (3) relationship between visual and nonvisual seriation abilities. One hundred twenty first grade Canadian students were…

Two groups of twelve dyslexic children and twelve good readers attended a two-week class during the summer following their enrollment in grades 4-6. The topic was the marine environment and focused on the adventures of an orca whale that had lost its family and needed the children's help. The children attended class for three hours each day, 45…