This article supports the learning theory and intellectual development model of Jean Piaget as a theory base for science education. (Author/MK)

Reviews recent research addressing the problem of matching students' cognitive levels to science textbooks. Suggests that most texts are written above the level of the students for whom they are written. Promotes experiential learning at the middle level and concentration on "right thinking" rather than on "right answers." (CW)

Reports on misconceptions held by intermediate grade students concerning chemistry textbook concepts, on the relation of reasoning ability to those misconceptions, and on the extent that textbooks encourage misconceptions. Concludes that the level of understanding displayed for the selected concepts, in combination with the nature of students'…

Investigated is a reader's ability to comprehend written text that is highly novel with few semantic cues. The theoretical perspective, assessment theory, materials and methods, and the results of this study are discussed. (KR)