This paper examines students' achievement and interest and the extent to which they are predicted by teacher knowledge and motivation. Student achievement and interest are both considered desirable outcomes of school instruction. Teacher pedagogical content knowledge has been identified a major predictor of student achievement in previous…

The selective attention model was used to explain effects of overprompting students (N=170) provided with study questions adjunct to a complex flow diagram describing scientific cyclical schema. Strongly prompting students to answers of questions was less effective than an unprompted question treatment, suggesting that prompting techniques be used…

The effects of full-credit semester and all-year timetables on science attitudes and science achievement of grade 10 students was investigated. Findings indicated that students in all-year courses consistently outperformed students in semester courses in the cognitive domain, but there were no differences in the affective domain. (CW)

Determined if modifying Bloom's mastery strategy improves science achievement during a six week human physiology unit. Findings indicate only a small degree of improvement in achievement of 185 students. Suggests that the approach employed in this study would be impractical for the biology classroom. (DS)

Sixty-seven students participated in a study that used path analysis techniques to test a hypothesized structural model of direct and indirect causal effects of students variables on science process skills. Academic ability, biology knowledge, and language preference were found to have significant direct effect, whereas cognitive development,…

Compared detailed (favoring field dependence and induction) and nondetailed (favoring field dependence and deduction) assignments on biology achievement of grade 10 male students (N=95) over a seven-month period. Detailed assignments, employing pictorial and verbal block diagrams and high structure, significantly enhanced learning among some…

Investigated relationships between physics achievement and language of instruction where instruction was in the second language of both students and teachers. Grade 10 subjects (N=176) studied light/sound in either Chinese (N=90) or English (N=86). No differences in achievement, students' motivation, and time spent in physics were found.…

Provides evidence to support the conclusion that relationships exist among Piagetian levels of intellectual development, intelligence quotient, content achievement, and inquiry skills in ninth and tenth grade biology students (N=92). (DS)

Verified the efficacy of concept and Vee mapping heuristics under cooperative, cooperative-competitive, and individualistic whole-class learning conditions in improving (n=808) eighth graders' achievement in ecology and genetics. Experimental groups achieved significantly better than the control groups; students in cooperative-competitive…