ISSN:0036-6803    

DOI:10.1111/j.1949-8594.1994.tb15661.x

出版商:Blackwell Publishing Ltd    

年代:1994

数据来源: WILEY

摘要:

This study focused on the knowledge of six outstanding science students who solved an osmosis problem meaningfully. That is, they used appropriate and substantially accurate conceptual knowledge to generate an answer. Three generated a correct answer; three, an incorrect answer. This paper identifies both the accurate and inaccurate conceptions about osmosis of each correct and incorrect solver. The investigation consisted of a presolving clinical interview, think‐aloud solving of the problem, and retrospective report of the solving. Of the 12 accurate conceptions identified here, two were especially important in enabling these solvers to generate a correct answer. Of the 8 inaccurate conceptions, either of 2 blocked a correct answer. Four, however, accompanied (and could therefore be concealed by) a correct answer. Teachers could use this information to make a meaningful solving of this problem accessible to more students and to identify more effectively students' inaccurate conceptions about osmosi

ISSN:0036-6803    

DOI:10.1111/j.1949-8594.1994.tb15662.x

出版商:Blackwell Publishing Ltd    

年代:1994

数据来源: WILEY

摘要:

This article illustrates several typical mathematical errors made by high school and lower division college students. These illustrations are then categorized and analyzed from the points of view of mathematics, developmental psychology, and learning theory. It is concluded from the analysis that research is needed in the area and that a multifacted approach might at least result in progress toward resolving the problem of common logico‐mathematical errors. The article suggests at least three theoretical bases which could support such a research‐oriented appro

ISSN:0036-6803    

DOI:10.1111/j.1949-8594.1994.tb15663.x

出版商:Blackwell Publishing Ltd    

年代:1994

数据来源: WILEY

摘要:

The purpose of this paper is threefold. First, we set out to describe a context for understanding events that fuel the need to reform secondary science education in Texas. Next, we present the results of a survey of the knowledge, beliefs, and attitudes of a group of central Texas science teachers related to implementing Coordinated Thematic Science (CTS) instruction, who were surveyed after field testing preliminary CTS instructional materials. Last, we argue that caution must be exercised in the design of inservice programs to prepare life science teachers in Texas to teach a coordinated thematic Science I course to rising Grade 7 students by the target date of Fall, 1994.

ISSN:0036-6803    

DOI:10.1111/j.1949-8594.1994.tb15664.x

出版商:Blackwell Publishing Ltd    

年代:1994

数据来源: WILEY

摘要:

Two different instructional approaches were used in six sections of a developmental arithmetic course at a community college. The instrumental approach emphasized the memorization of rules and formulas. The relational approach was concept oriented, and presented mathematics as a cluster of related concepts. Anxiety was measured using the Fennema‐Sherman Math Anxiety Scale (MAS). The instrument used to measure achievement was the Arithmetic Skills Test (AS) of the Descriptive Tests of Mathematics Skills of the College Boards. The pre‐ and posttest scores of the same versions of the MAS and the AS were analyzed using analysis of covariance (ANCOVA). Although a significant difference between the posttest MAS scores of the two groups was found, no difference between the adjusted mean scores was found on the AS (p>.05). The results suggested that students with high mathematics anxiety are more comfortable with a highly structured, algorithmic course than with a less structured, conceptual course in developmental arithme

ISSN:0036-6803    

DOI:10.1111/j.1949-8594.1994.tb15665.x

出版商:Blackwell Publishing Ltd    

年代:1994

数据来源: WILEY

摘要:

In recent years, emphasis in multicultural education has shifted from an approach in which the primary concern is coping with the learning problems thrown up by cultural diversity (thereby assisting children to be assimilated into the dominant culture) to an approach that accepts and actively promotes cultural diversity. However, some have argued that celebration of diversity is no more than patronizing tokenism unless it is accompanied by a vigorous antiracist approach. Antiracism is concerned to reveal and combat racist attitudes and practices which disadvantage and discriminate against some minority groups, and which result in an unequal distribution of opportunity, wealth and power. This paper claims that the history of science and technology has a special role within a curriculum that seeks to celebrate diversity and to combat racism.

ISSN:0036-6803    

DOI:10.1111/j.1949-8594.1994.tb15666.x

出版商:Blackwell Publishing Ltd    

年代:1994

数据来源: WILEY

摘要:

Mathematicians are sometimes careless about the use of units of linear measure. Specifically, in geometry, it is common to list measurements without a unit. The specific unit selected usually has no effect on the generalizations made. For example, in a right triangle, the Pythagorean Theorem relationship is independent of the selected linear unit. However, the unit of measurement is often of particular importance when a comparison is made between two quantities.

ISSN:0036-6803    

DOI:10.1111/j.1949-8594.1994.tb15667.x

出版商:Blackwell Publishing Ltd    

年代:1994

数据来源: WILEY

摘要:

This study examined the problem solving behavior of young elementary school students. Ninety second‐and third‐grade students were observed and interviewed as they solved three problems. Conclusions included that the children readily attempted unfamiliar problems and that they used systematic solution processes. No significant gender differences were obser

ISSN:0036-6803    

DOI:10.1111/j.1949-8594.1994.tb15668.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.tb15669.x

出版商:Blackwell Publishing Ltd    

年代:1994

数据来源: WILEY

摘要:

Book reviewed in this article:Möbius and His Band: Mathematics and Astronomy in Nineteenth‐Century Germany, John Fauvel, Raymond Flood, Robin WilsonA Practical Approach to Using Learning Styles in Math Instruction Ruby Bostick Midkiff and Rebecca Davis ThomassonContextual Reality, Tower ChenClassroom Dynamics: Implementing a Technology‐Based Learning Environment, Ellen B. Mandinach and Hugh F. Cline (Educational Testing Ser

ISSN:0036-6803    

DOI:10.1111/j.1949-8594.1994.tb15670.x

出版商:Blackwell Publishing Ltd    

年代:1994

数据来源: WILEY