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The article discusses the study on the effects of a process-oriented elementary school science program on the achievement of a test of Piaget's operative comprehension. It was participated by sixth and eighth grade pupils from six parochial elementary schools that are using the Science-A-Process Approach program in Erie County, New York. After thorough analysis and calculations, the result shows that eighth grade students in the process-oriented program attain higher scores on operative comprehension items than eighth grade students in a more traditional science program. Hence, it suggests that the design of school science texts incorporate Piaget's process of operative comprehension with the use of concrete referents.

The article discusses the improvement in the common system used for the training of science teachers in Sierra Leone. The system is commonly employed for the primary and secondary levels and there is some reference to the training for the tertiary level. In line with the improvement made in the system, there are significant components in the system which have been given much attention. The said components include the entrance requirements and curriculum in the primary level and secondary level. A suitable program for the professional training of teachers is divided into four parts: a study of the subject matter to be taught and an appropriate methodology, a study of children, a study of schools, and the purpose of education.

The article discusses the study on the relationships of Piaget's logical operations with achievement in physical science and biological science and other related aptitudes in black college students. Difficulties in science content comprehension and problem solving have caused increasing concern with the advent of the new science curricula. Piaget's analysis of science concept development and science concept learning difficulties suggests the importance of looking at the logical operations required in interacting with the organizational structures of science content. The study shows that both advantaged college students and disadvantaged students have suffered from a failure of science curricula to provide a framework of broadly applicable, basic science concepts.

The article comments on the philosophical basis for selecting science curriculum content. The formation of a curriculum must take into account the statement of educational objectives, theories about the structure of knowledge, the nature of the learning process and the methods appropriate to them. The central ideas of a science and the relationships among these ideas make up the structure of the discipline. The requirement of logical fertility demands that the concept must be capable of being manipulated according to the laws of logic. The web of concepts and connections must fit into some kind of coherent pattern. The final structure depends on the ability of the students to make the observations needed to connect the concepts with reality and their ability to comprehend and construct the connections among concepts.

The article investigates whether task dimension is related to science concept learning difficulties in primary school children in the U.S. The objective of this study was to determine if achievement on a series of problems was affected by differences among task values within a dimension. The subjects used were one hundred and sixty children from the kindergarten. The results indicate that achievement on the problems is a function of the dimensional nature of the tasks. In addition, it suggest that a multidimensional scale of task dimension values should be constructed in order to assist the curriculum specialist in the construction and sequencing of concept tasks for specific grade levels.

The article presents response to the study on the teaching of the concept of acceleration in elementary school students. The author pointed out that many of the great experiments in science have been questionable such that its often rebellious approaches have caused interesting questions to be asked which in turn led to some of the more outstanding discoveries and theories. The author discusses the approach in teaching the concept of acceleration. Piaget's studies of the development of motion and acceleration that children have more difficulty changing speeds than they do have comprehending uniform speeds.