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The theme of the seventh yearbook of the Association for the Education of Teachers in Science (AETS) involves the relationship of psychology of teaching thinking and creativity as this activity is performed in a science education context. Eleven chapters follow a foreword by Jean Piaget and the reproduction of Part I of "The Central Purpose of American Education," a 1961 publication of the Educational Policies Commission of the National Education Association. Chapter titles and authors are: Learnable Aspects of Human Thinking (Robert M. Gagne); Teaching for Thinking and Creativity: A Piagetian View (Constance Kamii); Intellectual Development and Instruction: A Neo-Piagetian View (Robbie Case); A Theory of Teaching for Conceptual Understanding, Rational Thought, and Creativity (A. E. Lawson and C. A. Lawson); Teaching for the Development of Reasoning (Robert Karplus); Education for Rational Thinking: A Critique (D. P. Ausubel); Meaningful Reception Learning as a Basis for Rational Thinking (J. D. Novak); A Three-Stage Model for Teaching for Creative Thinking (E. P. Torrance); A Humanist's Perception of Thinking and Creativity: The Radical Behaviorist's View (J. S. Vargas and P. A. Moxley, Jr.); and Brain Asymmetry: The Possible Educational Implications (M. A. Mogus). (PB)

Chapter 11 of the "Handbook of College Science Teaching" is presented. It is focused on the nature of scientific reasoning, argumentation and instructional methods aiding the students in developing reasoning patterns. The objective of science instruction is for the students to develop reasoning patterns. Studies have been undertaken to identify the nature of scientific patterns, their role in acquisition of concepts and how science instruction can aid in their development.