| Abstract: | This study investigated the relationships between verbal predictive ability, as measured by a word deletion technique called the “cloze procedure,” and performance on selected science process tasks. The results of the study confirmed a highly significant relationship between the two variables, but failed to show that verbal predictive ability is a significantly better predictor of process task achievement than is a standardized test of verbal ability. It is suggested that the results could be utilized in the design of teacher education programs in science if these programs focus primarily on the processes of science. |
