ISSN:0036-6803    

DOI:10.1111/j.1949-8594.1996.tb10219.x

出版商:Blackwell Publishing Ltd    

年代:1996

数据来源: WILEY

摘要:

An innovative teacher preparation course which integrates methods of teaching elementary mathematics and science was the context of this study. The course was developed as a prototype for the Teachers As Reflective Problem Solvers model for the preparation of elementary mathematics and science teachers. Data from 35 preservice elementary teachers' performance‐portfolios were analyzed to reveal patterns of change in their reflections and problem‐solving performance during the semester. Many of the students' reflections changed from task‐focused learning to broader teaching applications. No relationship was discerned between changes in students' reflections and changes in their levels of problem‐solving performance, although both increased during the semester. A significant correspondence was found, however, between students' perceptions of their problem‐solving abilities and their actual performance in solving teaching problems in integrated mathematics and science

ISSN:0036-6803    

DOI:10.1111/j.1949-8594.1996.tb10220.x

出版商:Blackwell Publishing Ltd    

年代:1996

数据来源: WILEY

ISSN:0036-6803    

DOI:10.1111/j.1949-8594.1996.tb10221.x

出版商:Blackwell Publishing Ltd    

年代:1996

数据来源: WILEY

摘要:

The purpose of this study was to investigate how collaborative peer discussion provided cognitive support for writing laboratory reports in ninth grade general science. The discourse of three pairs of students during collaborative writing sessions was analyzed to identify the types of social interactions in which the students engaged. These interactions were examined in relation to various intellectual demands of the laboratory reports and similarities and differences between the three pairs. Five types of interactions were identified and labeled as sounding board, peer teaching, supplies answer, debate, and incorporation. In general, student pairs used the constructive interactions of sounding board, peer teaching, and incorporation when writing difficult explanation and application sections of the reports. These interactions involved the processes of elaboration, explanation, and interpretation. Debate was used less frequently than the other interaction types, overall, and was hardly ever used by female pairs in the study. The results point to a high degree of interconnection between social interaction and cognitive processing.

ISSN:0036-6803    

DOI:10.1111/j.1949-8594.1996.tb10222.x

出版商:Blackwell Publishing Ltd    

年代:1996

数据来源: WILEY

摘要:

The authors discuss how actual or planned travel experiences can form the basis for constructing realistic, challenging, and interesting problem‐solving tasks for classroom use. They discuss and provide examples of how teachers and students can create travel problems for use in the classroom. The travel‐problem concept is adaptable to any elementary, secondary, or post‐secondary clas

ISSN:0036-6803    

DOI:10.1111/j.1949-8594.1996.tb10223.x

出版商:Blackwell Publishing Ltd    

年代:1996

数据来源: WILEY

摘要:

The purpose of this study was to extend attempts to develop a research framework for encoding and analyzing students' responses to the tasks of asking questions, identifying variables, and formulating hypotheses, and to use the research framework to analyze and classify the responses of seventh grade students. A performance‐based assessment instrument was used. The topic was heat and temperature. The responses of 364 seventh grade students were used to develop a framework for evaluating student written responses which allows researchers to classify student responses according to their general completeness and usefulness, and according to the manner in which responses were incomplete or not useful. Interrater reliability was 82%. Seventh grade students who reportedly have had instruction in the science processes did not perform well on this performance‐based assessm

ISSN:0036-6803    

DOI:10.1111/j.1949-8594.1996.tb10224.x

出版商:Blackwell Publishing Ltd    

年代:1996

数据来源: WILEY

摘要:

This study focused on the relationship of an individual's risk‐taking behavior and his/her performance on the mathematics section of the Scholastic Aptitude Test (SAT‐M). Previous research in this area has found that on multiple choice tests, calculated guessing (risk‐taking) plays a role in the score one obtains. Risk‐taking behavior was defined by the number of items omitted by the student on the instrument designed for the purpose of assessing this behavior. The data were obtained from 89 students who were attending two colleges in upstate New York. The data consisted of SAT‐M scores and performance scores on a mathematics test designed to assess risk‐taking. A t‐test performed on the number of omissions revealed that females omit more items and thus manifest less risk‐taking behavior. A significant difference in favor of females omitting more items was found at the p<.01 level. A multiple regression design was employed, and gender and risk‐taking behavior were found to be significantly related at the p<.01 level to a student's perform

ISSN:0036-6803    

DOI:10.1111/j.1949-8594.1996.tb10225.x

出版商:Blackwell Publishing Ltd    

年代:1996

数据来源: WILEY

ISSN:0036-6803    

DOI:10.1111/j.1949-8594.1996.tb10227.x

出版商:Blackwell Publishing Ltd    

年代:1996

数据来源: WILEY

摘要:

Elementary school teachers in South Korea and the United States completed a beliefs and practices questionnaire pertaining to mathematical problem‐solving instruction. Although both groups of teachers shared a general approach to teaching with a focus on problem‐solving strategies, many differences were apparent. Korean teachers rated themselves and their students higher in problem‐solving ability than American teachers. Korean teachers perceived their mathematics textbook as a more valuable source for problem‐solving instruction and word problems. Korean teachers more strongly agreed that students should know the key‐word approach for solving problems. American teachers reported more frequent use of calculators, manipulatives, and small group instruction. The results indicate that American teachers may more often use instructional techniques that are aligned with current recommendations for mathematics in

ISSN:0036-6803    

DOI:10.1111/j.1949-8594.1996.tb10228.x

出版商:Blackwell Publishing Ltd    

年代:1996

数据来源: WILEY

摘要:

The purpose of this study was to investigate computer‐assisted instruction and semi‐programmed instruction as replacements for traditional recitation/discussion in general chemistry. Student performance on problem solving and student attitudes were investigated. The study also examined the effect of formal reasoning ability as a covariate. The data indicated that for simple exercises, all methods of teaching recitation/discussion sections were equally effective, but for more difficult exercises, the semi‐programmed instruction was most effective. Students had more positive attitudes when using the semi‐programmed instruction than when attending traditional recitation/discussion s

ISSN:0036-6803    

DOI:10.1111/j.1949-8594.1996.tb10229.x

出版商:Blackwell Publishing Ltd    

年代:1996

数据来源: WILEY