ISSN:0036-6803    

DOI:10.1111/j.1949-8594.1994.tb15703.x

出版商:Blackwell Publishing Ltd    

年代:1994

数据来源: WILEY

ISSN:0036-6803    

DOI:10.1111/j.1949-8594.1994.tb15704.x

出版商:Blackwell Publishing Ltd    

年代:1994

数据来源: WILEY

摘要:

In the United States girls and boys are supposedly afforded the same science education opportunities, yet girls continue to score below boys on standardized science tests. In this study of 101 eighth‐grade physical science students, participants took an eight‐day class in which they learned the five principles of plane mirrors. Students were randomly assigned to one of three treatment groups using manipulatives: Miras only, Mirrors only, or Miras and Mirrors. Data were analyzed using one‐way and two‐way ANOVAs. Results indicated that males scored significantly higher than females on the chapter test (p<.05). A significant two‐way interaction on a test of retention indicated that females using mirrors only scored lower than males using the combination of Miras and mirrors. Females' and males' ability to learn principles of plane mirrors may be differentially effected by the manipulatives used. Both females and males benefit when Miras and mirrors are used throughout the learnin

ISSN:0036-6803    

DOI:10.1111/j.1949-8594.1994.tb15705.x

出版商:Blackwell Publishing Ltd    

年代:1994

数据来源: WILEY

摘要:

Motivated by recent reports decrying the state of elementary science teaching in the United States, a science enrichment program has been instituted to stimulate science interest in elementary‐age children and to provide preservice elementary teachers with additional science teaching experience. After one and a half years, our data indicate that children feel science at school is boring because they usually learn science only from a textbook and/or they don't feel challenged. Most of these children enjoy the more challenging Saturday Science QUEST courses because they are engaged in hands‐on explorations and receive more attention from their instructors. Course descriptions, preservice teacher experiences, program maintenance, and feedback from children and parents are provi

ISSN:0036-6803    

DOI:10.1111/j.1949-8594.1994.tb15706.x

出版商:Blackwell Publishing Ltd    

年代:1994

数据来源: WILEY

摘要:

This study focused on the mathematics backgrounds of 45 elementary mathematics teachers. A survey was administered which asked teachers to reflect on their elementary, secondary, and college mathematics experiences, the support they received and the confidence they have with their ability to teach elementary mathematics. Quantitative and qualitative data derived from the survey, revealed that sharing mathematics knowledge in elementary school; committed, enthusiastic teachers in high school; parental support; and practical uses of mathematics were positive influences for these teachers. Rote drill, seatwork, and ability grouping were negative influences. The majority of the teachers felt inservice staff development experiences helped make them confident teachers of elementary mathematics. The implications of the study for mathematics education are discussed.

ISSN:0036-6803    

DOI:10.1111/j.1949-8594.1994.tb15707.x

出版商:Blackwell Publishing Ltd    

年代:1994

数据来源: WILEY

摘要:

One hundred seventy‐nine secondary science department chairs answered a 20‐item questionnaire concerning the nature and extent of microcomputer use in science instruction in their respective schools. The national sample represented schools in rural, urban, and suburban settings, as well as all geographic regions of the country. Analyses of data revealed that 47% of the secondary science teachers did not use microcomputers during instruction, 40% used them occasionally, and 13% used them in one or more lessons each week. The most frequent applications were simulations (70%), graphing packages (63%), and probes for collecting laboratory data (56%). In addition, 76% of the respondents indicated that microcomputers have had an impact on science laboratory activities in their schools. The department chairs also listed their perceived reasons as to why teachers in their departments did or did not integrate microcomputer use into their science instruct

ISSN:0036-6803    

DOI:10.1111/j.1949-8594.1994.tb15708.x

出版商:Blackwell Publishing Ltd    

年代:1994

数据来源: WILEY

摘要:

The errors made by remedial intermediate algebra students in factoring polynomials were analyzed in the light of student definitions of factoring. Certain belief sets about factoring are found to logically entail many of the errors made. The vocabulary of epistemic semantics is used to describe how beliefs are changed. It is suggested that belief‐based teaching can be successful in teaching factorin

ISSN:0036-6803    

DOI:10.1111/j.1949-8594.1994.tb15709.x

出版商:Blackwell Publishing Ltd    

年代:1994

数据来源: WILEY

ISSN:0036-6803    

DOI:10.1111/j.1949-8594.1994.tb15710.x

出版商:Blackwell Publishing Ltd    

年代:1994

数据来源: WILEY

ISSN:0036-6803    

DOI:10.1111/j.1949-8594.1994.tb15711.x

出版商:Blackwell Publishing Ltd    

年代:1994

数据来源: WILEY

摘要:

Book reviewed in this article:Fractals: A User's Guide For the Natural Sciences, Harold M. Hastings and George SugiharaHow Amazing, Charles Snape and HeatherHow Puzzling, Charles Snape and Heather ScottClassic Math: History Topics for the Classroom, Art Johnson

ISSN:0036-6803    

DOI:10.1111/j.1949-8594.1994.tb15712.x

出版商:Blackwell Publishing Ltd    

年代:1994

数据来源: WILEY