This study investigated whether the engagement of 10h grade students in practical work, as a supplement to their being taught by a combination of the lecture method and teacher's demonstrations, had any effect on their attitudes to chemistry and their knowledge of acids and bases. Data were collected by means of an attitude to chemistry questionnaire and a test of knowledge of acids and bases.

This study compared the performance of grades 7 and 8 students exposed to the Jamaican Reform of Secondary Education (ROSE) Programme with the performance of their nonROSE peers on three tasks. Students were selected from all-age, comprehensive, and traditional high schools. Also sampled were 53 ROSE science teachers and 5 science teacher trainers. Five instruments-a science achievement test, an attitude to science questionnaire, the Cooper-Smith Self-Esteem Scale (1967), a science teacher questionnaire, and a science teacher trainer questionnaire---were used.

This study investigated whether or not selected Jamaican 'A' Level students' understanding of chemical energetics composed of higher order cognitive skills (HOCS) and lower-order cognitive skills (LOCS) items would be statistically significantly better if they were taught using an eclectic approach than those of their counterparts taught with the lecture and teacher demonstration methods. The sample comprised 132 grades 12 and 13 chemistry students consisting of 30 males and 102 females from five randomly selected schools in Kingston, Jamaica (4 high schools and I community college).

The study sought to find out the nature of students' perceptions of the democratization of five aspects of their science lessons and to establish if there were significant gender differences in their perceptions. Data were collected from 250 science students in grades 10 (N=126) and 11 (N=124), comprising 138 boys and 112 girls who volunteered from six traditional high schools in rural and urban areas of Jamaica.

Utilizing the Laboratory Structure and Task Analysis Inventory, this study examined the structure and skill level of the tasks in the practical activities prescribed in the revised Integrated Science for Caribbean Schools (ISCS), Books 1 and 2. The results signify that the tasks are highly structured and deductive in approach, with heavy emphasis on low-level skills. Some of the implications of the findings for the acquisition of scientific process skills by the users of the ISCS books and similar integrated science projects are discussed.

In this study, the knowledge shown by selected preservice secondary school science teachers of six categories of labelling errors in some biological drawings was investigated using the Errors in Biological Labelling Test developed by the author. The sample consisted of 173 students, in their first, second and third year at Teachers' Colleges in Jamaica which train high school teachers. Of the sample, 56 were males and 117 females.