摘要:

AbstractThe rate of information processing during science learning and the efficiency of the learner in mobilizing relevant information in long‐term memory as an aid in transmitting newly acquired information to stable storage in long‐term memory are fundamental aspects of science content acquisition. These cognitive processes, moreover, may be substantially related in tempo and quality of organization to the efficiency of higher thought processes such as divergent thinking and problem‐solving ability that characterize scientific thought. As a contribution to our quantitative understanding of these fundamental information processes, a mathematical model of information acquisition is presented and empirically evaluated in comparison to evidence obtained from experimental studies of science content acquisition. Computer‐based models are used to simulate variations in learning parameters and to generate the theoretical predictions to be empirically tested. The initial tests of the predictive accuracy of the model show close agreement between predicted and actual mean recall scores in short‐term learning tasks. Implications of the model for human information acquisition and possible future research are discussed in the context of the unique theoretical framework of

ISSN:0022-4308    

DOI:10.1002/tea.3660200702

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

年代:1983

数据来源: WILEY

摘要:

AbstractScience career preferences of junior high school‐aged students, while not stable predictors of ultimate career choice, do serve to direct and maintain individuals along the paths to careers in science. In this study, factors relevant to science career preferences of black eighth grade students were investigated. This issue is of particular import to blacks since they are severely underrepresented in the scientific fields. The sample consisted of 113 males and 148 females in an inner city junior high school. The Science Career Preference Scale, the Peabody Picture Vocabulary Test, and the Self‐Concept of Ability Scale (Form B‐Science) were administered. Mathematics and science grades were obtained from class rating sheets. Treatment of the data involved multiple regression analysis according to a hierarchical model. Results showed that of all the independent variables, sex was the strongest predictor of science career preferences, accounting for 25% of the criterion variance. The findings suggest that early adolescent science career preferences are related more to interests that are consonant with sex‐role considerations than realistic assessment of mathematics or science achi

ISSN:0022-4308    

DOI:10.1002/tea.3660200703

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

年代:1983

数据来源: WILEY

摘要:

AbstractThe effect of two specific classroom climates on learning of science process skills and content achievement in college level science classes was studied. Two classroom climates were established and designated as discovery classroom climate (DCC) and nondiscovery classroom climate (NDCC). The term discovery denotes the degree of freedom the teacher established in classroom interactions, both verbal and nonverbal. Verbal interactions were monitored with the Science Laboratory Interaction Categories. These data indicate that students in the two classroom climates achieved equally as well on learning of biological content of the course, but students in the discovery classroom climate achieved significantly higher scores in science process skills as measured by the Welch Science Process Inventory. This study, conducted in a large, suburban community college, offers some useful information to the person who has educational goals beyond, but including, the learning of science information and concepts, and possibly science process. Students in the less directive discovery climate learned as much content as those in a more directive comparison class‐they lost nothing of what is traditionally sought in a college science class. In addition, the discovery climate facilitated the development of science process skills which were significantly better than the comparison class. A five‐week intensive class using the discovery climate was found to provide as much content acquisition as the ten‐week nondiscovery cl

ISSN:0022-4308    

DOI:10.1002/tea.3660200704

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

年代:1983

数据来源: WILEY

摘要:

AbstractThree psychometric methods for validating learning hierarchies are applied to one data set derived from responses of grade 10 chemistry students to items representing the skills in a hypothesized hierarchy for the mole concept. Two methods which considered skills in pairs, namely the “test of inclusion” by White and Clark and the “ordering‐theoretic method” by Airaisian and Bart produced generally similar results. The third method, by Dayton and Mac‐ready, considered the hierarchy as a whole and produced clearer distinctions between alternative hierarchies than the first two methods. The hierarchy derived from this analysis was supported by a test for transfer of learning from subordinate to superordi

ISSN:0022-4308    

DOI:10.1002/tea.3660200705

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

年代:1983

数据来源: WILEY

摘要:

AbstractIn their analysis of National Assessment results Haertel et al.d̊ found that 13 year‐old boys and girls are quite similar in science learning. However, this similarity does not exist for 17 year olds. One possible cause for this change is socio‐cultural pressures. In this study, we suggest that the science classroom learning environment may contribute to these pressures due to differences in classes taught by male and female science teachers. The Learning Environment Inventory was used to assess student perceptions in junior high, biology, chemistry, and physics classes and significant differences were found. Students perceived classes taught by females as more formal, more goal directed, more diverse and as having more instances of teacher favoritism and friction between students. Classes taught by males were perceived as more difficult. Possible relationships between these perceptual differences and changes in girls' preference for science are discussed and suggestions for future research are g

ISSN:0022-4308    

DOI:10.1002/tea.3660200706

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

年代:1983

数据来源: WILEY

摘要:

AbstractIn a state‐wide questionnaire survey dealing with practical work in school science, science teachers (N= 257) in Tasmanian schools and matriculation colleges were required to respond to a validated list of 10aimsfor practical work in order to establish a relative order of importance of aims according to practicing teachers. The aims were then rewritten aspossible influences(as perceived by students) and the relative order of importance of influences established for the students (N= 724). The orientation of teachers and students towards the set of aims/influences of practical work were first examined separately and then compared. Teacher's aims are associated with a clear rank ordering of importance which shows little change over the whole grade range. The implications of this educational emphasis is discussed. It is argued that teachers aims are in some respects misguided or misjudged and when viewed against student perceptions there are some major mismatches. The instrument would appear to be a simple and useful way of evaluating the orientation of teachers and students towards the role of practical work in schools and raises many issues about the quality of the enterpris

ISSN:0022-4308    

DOI:10.1002/tea.3660200707

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

年代:1983

数据来源: WILEY

摘要:

AbstractIt has been two decades since the first power analysis of a psychological journal and 10 years since theJournal of Research in Science Teachingmade its contribution to this debate. One purpose of this article is to investigate what power‐related changes, if any, have occurred in science education research over the past decade as a result of the earlier survey. In addition, previous recommendations are expanded and expounded upon within the context of more recent work in this area. The absence of any consistent mode of presenting statistical results, as well as little change with regard to power‐related issues are reported. Guidelines for reporting the minimal amount of information demanded for clear and independent evaluation of research results by readers are also propo

ISSN:0022-4308    

DOI:10.1002/tea.3660200708

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

年代:1983

数据来源: WILEY

摘要:

AbstractTested was the effect of two persuasive messages presented by a credible communicator on the attitudes toward energy conservation of 180 preservice elementary teachers. The study asked the following questions: (1) Can attitudes toward energy conservation be positively changed with a brief, belief‐laden communication? (2) Do positive attitude gains between pre‐ and post‐tests, if any, dissipate within three weeks following the treatment? (3) Do the integrated and the nonintegrated communications affect energy attitudes of three subgroups (abstract, concrete differentiator and concrete thinkers) of the sample differently? The important finding was that both experimental treatments, integrated and nonintegrated, were equally effective and significantly more effective in attitude change than the control. Secondly, the finding that neither experimental treatment dissipated in effect, at least for three weeks, suggests some duration of brief treatment periods. And finally, the attitude changes are as likely to occur when concrete differentiators are presented with a nonintegrated as an integrated treatment, but abstract thinkers exposed to the integrated treatment and concrete thinkers exposed to the nonintegrated treatment sustain a changed attitude to a greater degree than other combinations of treatment and cognitive processing s

ISSN:0022-4308    

DOI:10.1002/tea.3660200709

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

年代:1983

数据来源: WILEY

摘要:

AbstractThis article will have as its focus a problem described by Anderson, namely, the quality of the construction and reporting of research that contains “homemade” achievement tests. The current status of homemade achievement tests was examined in this study. Research reports in two science education journals were analyzed, using Anderson's eight categories of information that a high quality research report should include. The journals examined wereJournal of Research in Science Teaching and Science Educationfrom January 1975 to January 1980. The findings indicate that reliability estimates and the procedures for selecting test items were mentioned more frequently in the science education journals than in Anderson's study. However, there was little or no improvement in describing the relation of test items to instruction. These findings should be of interest both to researchers who are utilizing “homemade” achievement tests in their studies and to journal panels who are reviewing studies for publ

ISSN:0022-4308    

DOI:10.1002/tea.3660200710

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

年代:1983

数据来源: WILEY

ISSN:0022-4308    

DOI:10.1002/tea.3660200711

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

年代:1983

数据来源: WILEY