摘要:

AbstractA study was conducted to determine the logical reasoning necessary to construct line graphs. Three types of line graphs were used: a straight line with a positive slope, a straight line with a negative slope, and an exponentially increasing curve. The subjects were students in grades six through twelve enrolled in a laboratory school. The responses were classified into one of nine categories. The categories ranged from no attempt to make a graph to a complete graph with a statement of a relationship between the variables. Subjects in grades six through eight exhibited behaviors mainly in the first four categories, ninth‐ and tenth‐grade subjects scored in the middle categories, and eleventh and twelfth graders scored mainly in the upper categories. These response categories also showed a close fit with Piagetian concrete operational structures for single and double seriation and formal operational structures for proportional reasoning and correlational reason

ISSN:0022-4308    

DOI:10.1002/tea.3660260502

出版商:Wiley Subscription Services, Inc., A Wiley Company    

年代:1989

数据来源: WILEY

ISSN:0022-4308    

DOI:10.1002/tea.3660260503

出版商:Wiley Subscription Services, Inc., A Wiley Company    

年代:1989

数据来源: WILEY

摘要:

AbstractThe effectiveness of a smoking‐prevention program—incorporated within a traditional science curriculum—was assessed in terms of attitude modification in such categories as health, peer pressure, and social image as related to smoking. The study indicates that most relevant attitudes, the emotionally intense in particular, are modifiable in the desired direction, although the changes are small. Some gender differences in the recorded changes suggest a difference in the dynamics of the response to smoking intervention between male and female high school students. A desired change of attitude frequency distributions (e.g., from less extreme to more extreme responses) has also been found. In addition, the tendency of the experimental students to actively act against smoking within family circles increased, although not significantly. All the above was accompanied by a decrease in the number of smokers in the experimental group and a significant increase in the number of smokers in the control group. These results suggest that it is educationally possible to modify attitudes in health education in the desired direction by means of a properly designed interdisciplinary science curricular unit implemented within ongoing traditional science tea

ISSN:0022-4308    

DOI:10.1002/tea.3660260504

出版商:Wiley Subscription Services, Inc., A Wiley Company    

年代:1989

数据来源: WILEY

摘要:

AbstractThis study tested the hypothesis that the use of two modes of presenting information to children has an additive memory effect for the retention of both images and words. Subjects were 22 first‐grade and 22 fourth‐grade children randomly assigned to visual and visual‐verbal treatment groups. The visual‐verbal group heard a description while observing an object; the visual group observed the same object but did not hear a description. Children were tested individually immediately after presentation of stimuli and two weeks later. They were asked to represent the information recalled through a drawing and an oral verbal description. In general, results supported the hypothesis and indicated, in addition, that children represent more information in iconic (pictorial) form than in symbolic (verbal) form. Strategies for using these results to enhance science learning at the elementary school level are di

ISSN:0022-4308    

DOI:10.1002/tea.3660260505

出版商:Wiley Subscription Services, Inc., A Wiley Company    

年代:1989

数据来源: WILEY

摘要:

AbstractInterest in a school subject (e.g., biology) is conceptualized in terms of three components:topics, activities, andmotives, each of which has several dimensions. In this study, seven instruments were developed and administered to grade‐10 biology students in Israel. Factor analysis provided support for the conceptualization which underlies the development of the instruments. Topic dimensions included biochemical processes, nonhuman organisms, human biology, personal hygiene, and practical applications; the activity dimensions were experiential learning, reception learning, writing/summarizing and group discussion; motives included environmental issues, moral issues, examination success, personal independence, problem solving, and four career dimensions (research, high‐status professions, lower‐status careers, “woodsy‐birdsy” careers). In an analysis described in Part II of this paper, the students were classified into four groups on the basis of their grade‐11 subject enrollment intentions: H (high‐level biology), L (low‐level biology), P (physical science), and N (no science). Zero‐order and multiple correlations were found between interest and other variables and membership/nonmembership of the four groups. Students in Group H were characterized by higher achievement in year‐10 biology, higher levels of enjoyment of biology, career orientations towards research or high‐status biology‐based professions, greater interest in various biology topics, especially reproduction/cell division/genetics, and a greater tendency to regard the Bagrut (grade‐12) examination as interesting. Students in Group N displayed lower levels of interest in various topics (especially the microscope, plants, and reproduction), were less motivated to solve problems, had poorer grades in biology (and chemistry), were less likely to perceive biology as useful, were less likely to regard the Bagrut examination as fair, and were less likely to be interested in social modes of learning. There were few associations between interest variables and

ISSN:0022-4308    

DOI:10.1002/tea.3660260506

出版商:Wiley Subscription Services, Inc., A Wiley Company    

年代:1989

数据来源: WILEY

ISSN:0022-4308    

DOI:10.1002/tea.3660260507

出版商:Wiley Subscription Services, Inc., A Wiley Company    

年代:1989

数据来源: WILEY

摘要:

AbstractEnvironmental education is often thought of as the branch of science education whose field of inquiry encompasses those necessarily value‐laden issues of human intervention in the natural world. While this perception would be contested by those who see the origins of environmental education lying in the sociopolitical arena of community concerns about exploitation of the environment, it is true to say that environmental education and science education are commonly associated in ways that other disciplines are not, and thus it is perhaps to be expected that the dominant paradigm ofevaluationin environmental education should be applied science in character. This article raises the issue of the appropriateness of applied science approaches to evaluation in environmental education. The article begins with a critique of applied science approaches to evaluation, drawing arguments from the broader field of educational evaluation. The relationship between characteristics of applied science approaches to evaluation on the one hand and the special characteristics of environmental education on the other is then explored, and the article concludes with an argument for a deliberative choice of research paradigm in environmental educatio

ISSN:0022-4308    

DOI:10.1002/tea.3660260508

出版商:Wiley Subscription Services, Inc., A Wiley Company    

年代:1989

数据来源: WILEY

摘要:

AbstractThe study examines the extent to which the global issues of population growth, world hunger, air quality and atmosphere, and water resources were treated in sixth‐ and seventh‐grade science textbooks. Ten textbooks were examined by five raters to determine the amount of content presented by different textbooks on global issues, the number of pages of content devoted to each issue, and the degree of depth in which issues were treated. Differences between grade levels were also explored. Of the 4,393 pages of content analyzed, less than 2 percent was devoted to these issues identified as the most serious human problems. No significant differences were found between textbook series. Significant differences were found in the number of pages of content presented on each issue. Most of the content fell into the categories of water resources, population growth, air quality, and atmosphere. The issue of war technology had the least amount of content. Distribution of content did not vary by grade level. Both levels addressed the issues of population growth, air quality, and water resources with a greater degree of depth than the issue of world hunger or war technology. The study concludes that the most widely used textbooks at the sixth‐ and seventh‐grade levels avoid serious discussion of major global problems. And like the career indecision of a recent Miss America contestant, purchasers don't seem to be able to decide whether they want science textbooks to be “a brain surgeon or a movie actress.” Implications stemming from this dichotomy and its relationship to future science education curricular are al

ISSN:0022-4308    

DOI:10.1002/tea.3660260509

出版商:Wiley Subscription Services, Inc., A Wiley Company    

年代:1989

数据来源: WILEY

摘要:

AbstractReading is a communication process that is crucial to students in science. Printed text materials are the most widely used teacher aids in the classroom. But reading as a major focus of science instruction has been out of favor with the mainstream of science education since the late 1950s. Despite this, few would deny the value of reading skills in a science class. The purpose of the present investigation was to determine how the use ofNewsday'sScience Education Series Program affected selected ninth‐grade students' comprehension of science reading material. Analysis of covariance showed that students with standardized reading and mathematics scores at least two years above grade level who were taught using newspaper science articlesalonehad Degrees of Reading Power posttest scores higher at the 0.05 level of significance compared to students taught usingNewsday'sScience Education Series Program or using only the science article's content as part of class lessons. Students with standardized reading and mathematics scores on grade level taught usingNewsday'sScience Education Series Program had Degrees of Reading Power posttest scores higher at the 0.01 level of significance compared to students taught by either of the other method

ISSN:0022-4308    

DOI:10.1002/tea.3660260510

出版商:Wiley Subscription Services, Inc., A Wiley Company    

年代:1989

数据来源: WILEY

ISSN:0022-4308    

DOI:10.1002/tea.3660260511

出版商:Wiley Subscription Services, Inc., A Wiley Company    

年代:1989

数据来源: WILEY