ISSN:0022-4308    

DOI:10.1002/tea.3660270402

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

年代:1990

数据来源: WILEY

摘要:

AbstractThis study involved the development of an instrument, the Science Career Predictor Scale (SCPS), which assesses seven factors thought to be involved with science career choices: teacher/counselor encouragement, participation in science‐related hobbies and activities, academic self‐image, science‐related career interest, parental encouragement and support, the perceived relevance of mathematics and science, and mathematics and science ability. This instrument was administered to a sample of 522 middle and high school students, and a sample of 185 students from an historically black university, and the effects of such factors as sex, race, personal acquaintance with a scientist, and type of community (rural or urban) on the above‐mentioned variables were ascertained using a multivariate analysis of covariance with age as the covariate. A separate study on a sample of 81 high school students looked at race and gender differences in critical thinking abilities as measured by the Watson‐Glaser Critical Thinking appraisal, and how these abilities correlated with scores on the Science Career Predictor Scale. These studies produced several significant findings. Female subjects did produce significantly lower scores on the career interest factor. Black students actually had significantly higher science‐career preference scores than their white counterparts. However, blacks scored significantly lower on the measure of critical thinking ability. Across both races and both sexes, however, the major factor affecting science‐related career decisions appears to be personal contact with a scientist. The implications of these findings are discussed, along with possible strategies for increasing the participation of these grou

ISSN:0022-4308    

DOI:10.1002/tea.3660270403

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

年代:1990

数据来源: WILEY

摘要:

AbstractDirect teaching of problem‐solving methods to high school physics students met with little success. Expert problem solving depended upon an organized knowledge base. Concept mapping was found to be a key to organizing an effective knowledge base. The investigation of the effect of the degree of concept mapping on achievement was the purpose of this study. Six intact high school physics classes, taught by this investigator, took part in the study. Two classes were control groups and received standard instruction. Four classes received six weeks of concept‐mapping instruction prior to the unit under study. Two of these four classes were the low‐level treatment group and were required to submit concept maps at the conclusion of the instruction. The other two classes were the high‐level treatment group and were required to submit concept maps at the beginning and at the conclusion of the unit under study. One class from each treatment group took a pretest prior to instruction. An analysis of the posttest results revealed no pretest sensitization. A one‐way analysis of covariance indicated a significant main effect for the treatment level at thep<0.05 level. A pair of single‐dfcomparisons of the adjusted treatment means resulted in significant differences (p<0.05) between the control group and the average of the treatment means as well as between the two experimental groups. It can be concluded that for this sample (upper‐middle‐class high school physics students) mapping concepts prior to, during, and subsequent to instruction led to greater achievement as measured by

ISSN:0022-4308    

DOI:10.1002/tea.3660270404

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

年代:1990

数据来源: WILEY

摘要:

AbstractThis study investigates student perceptions of the behavior of physics teachers in relation to some other variables in the classroom situation. The research was carried out as a Dutch option of the Second International Science Study. Data were gathered in 65 classrooms of physics teachers with pupils 15 years old. Some of the teachers (21) used the new PLON curriculum and the others a traditional one. Student perceptions of teacher behavior were measured with a questionnaire based on the interpersonal theory of Leary (1957). The aspect of behavior measured is called interactional teacher behavior. We found remarkably high correlations between student perceptions of teacher behavior and affective outcomes such as appreciation of the lessons and motivation for the subject matter. Also, the correlations with cognitive outcomes measured with a standardized international test were significant. It appears that some differences exist between teacher behaviors that are favorable for high cognitive outcomes and behaviors favorable for high affective outcomes in physics lessons. Hardly any differences were found in teacher behavior between teachers using the traditional and the new physics curriculum.

ISSN:0022-4308    

DOI:10.1002/tea.3660270405

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

年代:1990

数据来源: WILEY

摘要:

AbstractGraduate students taking a course in synthetic organic chemistry were asked to think aloud while solving several synthesis tasks. Analysis of the protocols indicated that subjects used different types of representations while problem solving. Subjects constructed solutions and communicated them through seven systems: Verbal, Pictorial, Methodological, Principles‐Oriented, Literary, Laboratory‐Oriented, and Economic. Beyond the Pictorial and Verbal systems, the most often used system was Methodological in nature—subjects believed the purpose of organic synthesis is to apply rules in a proper order until the task is solved. Subjects considered utilizing other systems of representation if they judged their results to be ambiguous when based on the Methodological s

ISSN:0022-4308    

DOI:10.1002/tea.3660270406

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

年代:1990

数据来源: WILEY

摘要:

AbstractRelationships among attitudes of students toward science, as measured by the WASP (Wareing Attitudes Toward Science Protocol), perceived antecedents of such attitudes, and class achievement or performance indicated by reported grades were investigated for a survey sample of 1,740 students in 87 high school science classes from five communities. Additionally, students' self‐reported number of tests administered in a given course, perceived rewards, degree of stress, and internal structure of the course were examined as potential predictor variables. Results indicate a significant correspondence between report card grades, degree of structure, degree of stress, gender, degree of rewards, number of tests, and students' attitudes toward scienc

ISSN:0022-4308    

DOI:10.1002/tea.3660270407

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

年代:1990

数据来源: WILEY

摘要:

AbstractWhat is the status of science education in Illinois public elementary schools? A research survey of elementary teachers was conducted in 1987 to help answer this question. Among the areas of science teaching assessed were types of instructional programs utilized, preparation for science teaching, science in‐service, obstacles to science teaching, and administrative and community support for science education. Results were compared with those gathered in a similar survey conducted ten years earlier and with other state and national surveys. Findings indicate that science instruction at the elementary level remains dependent on textbooks in spite of research that indicates the efficacy of hands‐on science. Teachers are frustrated by lack of time, equipment, facilities and the low priority science has in their school districts. Many of the teachers fall short of meeting the minimum standards for science teacher preparation as suggested by the National Science Teachers Association. In spite of recent reform efforts, it is clear that science instruction has not yet become a priority. This report discusses the implications of these findings and makes suggestions for future stud

ISSN:0022-4308    

DOI:10.1002/tea.3660270408

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

年代:1990

数据来源: WILEY

ISSN:0022-4308    

DOI:10.1002/tea.3660270409

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

年代:1990

数据来源: WILEY

ISSN:0022-4308    

DOI:10.1002/tea.3660270410

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

年代:1990

数据来源: WILEY

ISSN:0022-4308    

DOI:10.1002/tea.3660270401

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

年代:1990

数据来源: WILEY