ISSN:0036-6803    

DOI:10.1111/j.1949-8594.1996.tb15809.x

出版商:Blackwell Publishing Ltd    

年代:1996

数据来源: WILEY

摘要:

This article presents an example of how computer software can be used to facilitate collaborative learning and the integration of mathematics and science. “Snap shots” from a pilot project, with thirty high school juniors who were involved in a university summer program, reveal how student‐centered learning is facilitated by technology. This exploratory trial provides a glimpse of what the “classroom after next” might look like utilizing groupware in instructional

ISSN:0036-6803    

DOI:10.1111/j.1949-8594.1996.tb15810.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.tb15811.x

出版商:Blackwell Publishing Ltd    

年代:1996

数据来源: WILEY

摘要:

The purpose of this study was to examine fifth grade students' ideas related to sound and to compare the Learning Cycle teaching approach with a textbook/demonstration method of instruction to determine whether one method is more effective in facilitating conceptual change. Thirty‐four fifth grade students were randomly selected and assigned to the two treatment groups. To assess the students' understanding of specific sound concepts, an interview protocol was administered to both groups before and immediately after instruction. Students were given a numerical rating corresponding to their levels of understanding. The numerical values for both groups at the pre‐ and post‐interview assessments were analyzed by analysis of variance (ANOVA). Students who were taught using the Learning Cycle had a significantly better understa

ISSN:0036-6803    

DOI:10.1111/j.1949-8594.1996.tb15812.x

出版商:Blackwell Publishing Ltd    

年代:1996

数据来源: WILEY

摘要:

This article describes a course project used to assess students' capacity to make mathematical connections. Students created simulations of a bungee jump and applied graphic differentiation to investigate connections among the displacement, velocity, and acceleration of the bungee jumper. The responses of three groups of students are described and analyzed to portray their graphical models and characterize their ability to connect essential elements of the model. The key factor distinguishing the three student groups was the degree of completeness and consistency in their connections among the physical elements of the model—displacement, velocity, and acceleration—and its mathematical elements—algebra, geometry, and calculus. A scoring rubric generated from the thinking of the three groups illustrates a means of assessing complex problems like the bungee‐jump

ISSN:0036-6803    

DOI:10.1111/j.1949-8594.1996.tb15813.x

出版商:Blackwell Publishing Ltd    

年代:1996

数据来源: WILEY

摘要:

This study examined the impact a problem‐solving based mathematics content course for preservice elementary education teachers (PSTs) had on challenging the beliefs they held with respect to mathematics and themselves as doers of mathematics. Nine PSTs were interviewed to gain insight into changes that occurred to their belief systems and what aspect(s) of the course were instrumental in producing those changes. Surveys to measure how strongly PSTs subscribed to five mathematical beliefs were administered to 137 PSTs who were enrolled in the course. Significant positive changes (p<.01) were observed for four of the five beliefs. When changes were studied by achievement level, students with final grades of A or B showed statistically significant changes (p<.005) in three of the five beliefs. Students who were interviewed consistently reported increased confidence in their mathematical abilities as a result of the cours

ISSN:0036-6803    

DOI:10.1111/j.1949-8594.1996.tb15814.x

出版商:Blackwell Publishing Ltd    

年代:1996

数据来源: WILEY

摘要:

Two studies were performed using students who competed at regional and national levels in the Science Olympiad. The Olympiad is a day‐long, multi‐event competition in which teams of junior high and senior high science students cooperate in the application of science process skills and reasoning to score points by solving problems or answering questions. High school participants in the first study took the Test of Integrated Process Skills (TIPS) prior to the Olympiad. In the second study, junior high students were given the Group Assessment of Logical Thinking (GALT) test before competing in three selected Olympiad events. Results indicate that both the TIPS and the GALT tests correlate significantly with student success “on the playing field” of science. Knowing students' initial process skills and logical reasoning abilities is useful for planning effective science programs, but is probably not a good way to select the best students for competition in the Science O

ISSN:0036-6803    

DOI:10.1111/j.1949-8594.1996.tb15815.x

出版商:Blackwell Publishing Ltd    

年代:1996

数据来源: WILEY

摘要:

This article focuses on two issues related to educational opportunity: (1) the relationship between risk‐taking behavior and mathematics performance, and (2) whether there are gender differences in risk‐taking behavior. From a review of literature it was concluded that students who are greater risk‐takers perform better on mathematics tests and that males are greater risk‐takers than females. It follows, therefore, that males perform better on mathematics tests in which risk‐taking plays a role. It was further concluded that these differences effect the opportunities that girls are afforded in their desires to attend college, the availablitity of scholarships, and their self‐confidence in

ISSN:0036-6803    

DOI:10.1111/j.1949-8594.1996.tb15816.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.tb15817.x

出版商:Blackwell Publishing Ltd    

年代:1996

数据来源: WILEY

摘要:

Performance of 195 seventh‐, eighth‐, and ninth‐grade students on the Test of Logical Thinking (TOLT) was used to identify differences related to five reasoning modes among the three classes and between male and female students. TOLT scores revealed substantial deficiencies in the development of student reasoning abilities, and only ninth‐grade students had significantly better (p<.05) performance than seventh‐grade students which was related to proportional reasoning problems. There were no significant differences between male and female students. Data were also analyzed using multiple regression and factor analysis. The results do not corroborate basic premises of Piagetian theory and indicate the need for neo‐Piagetian views to explain cognitive

ISSN:0036-6803    

DOI:10.1111/j.1949-8594.1996.tb15818.x

出版商:Blackwell Publishing Ltd    

年代:1996

数据来源: WILEY