Bloom's theory of school learning—A summary of the implications for science education Leonie Rennie OriginalPaper Pages: 13 - 14
A new statistical procedure for the analysis of hierarchy validation data Alan R. Barton OriginalPaper Pages: 23 - 31
School-based developmental research—From ideas to implementation J. R. NorthfieldL. C. Ingvarson OriginalPaper Pages: 33 - 41
The forest and the woodchips—are they al ternative paradigms for studying the tree of science education? Peter J. Fensham OriginalPaper Pages: 43 - 52
The relationship between attitudes and school achievement: A further exploration M. N. Maddock OriginalPaper Pages: 69 - 74
Science achievement and attitudes at primary and secondary interface Colin Power OriginalPaper Pages: 75 - 84
Investigating student understanding of basic physics concepts using an interview-about-instances technique Roger J. OsborneJohn K. Gilbert OriginalPaper Pages: 85 - 93
Misconceptions in physical science among non-science background students: II R. D. LinkeM. I. Venz OriginalPaper Pages: 103 - 109
The impact of the inclusion of ASEP materials on some cognitive outcomes in different types of Tasmanian schools Darrell L. Fisher OriginalPaper Pages: 111 - 118
Aspects of change associated with the concept of evolution in the Australian science education project Rod Fawns OriginalPaper Pages: 119 - 121
Scientific language and the Tasmanian high school child. The tendency to generalise P. P. Lynch OriginalPaper Pages: 123 - 132
The effectiveness of the use of games as a revision technique in junior high school science Gaye Rosen OriginalPaper Pages: 133 - 143
Audio-tutorial approach—A multi-media or an individualized method of instruction? Abdul G. Khan OriginalPaper Pages: 145 - 147
Science classroom practices and design characteristics of instructional materials: A case study John DekkersAnne Dowd OriginalPaper Pages: 149 - 157
Critical thinking ability in science—What can be measured? M. J. SullivanC. J. Dawson OriginalPaper Pages: 159 - 167
Cognitive conflict: Its nature and use in the teaching of science J. A. RowellC. J. Dawson OriginalPaper Pages: 169 - 175