摘要:

AbstractThe study was designed to investigate the influence of student characteristics and classroom characteristics on students' inquiry skill. The sample consisted of a national stratified random sample of 1955 17‐year‐olds who were assessed as part of the 1981‐1982 national assessment in science. The dependent variable was a 17‐item measure of students' inquiry skill. The independent variables were selected from the available data using the Model of Educational Productivity as a guide in the selection of the variables. The first purpose of the study was to test the effectiveness of the Model of Educational Productivity for predicting the inquiry skill of 17‐year‐olds. The results of this study indicate that this model was capable of accounting for between 24 and 32% of the variance in inquiry skill for the general population of 17‐year‐olds. More specifically, students' reporting of their general ability alone accounted for between 17 and 22% of the variance. The second question posed by this study asked whether the prediction of inquiry skill differed for males and females. While there was some difference in the contribution of the minor predictors, there was very little difference in the prediction of inquiry skill for males and females using the Model of Education Productivity. The third question posed by this study asked whether the prediction of inquiry skill differed for white and nonwhite students. For nonwhite students, the Model of Educational Productivity accounted for only 18% of the variance in science inquiry skill. Thus, it would appear that there is a great deal that is not known about the factors that contribute to the science inquiry skill of no

ISSN:0022-4308    

DOI:10.1002/tea.3660220402

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

年代:1985

数据来源: WILEY

摘要:

AbstractThe learning cycle is a method of teaching–it is also a curriculum organization principle. Although Jean Piaget contributed to its formation (Piaget, 1973), its present structure has to be attributed to Dr. Robert Karplus and the persons who developed the materials of the Science Curriculum Improvement Study. It was through the SCIS activities that many of us learned how to develop curricula and teach with the learning cycl

ISSN:0022-4308    

DOI:10.1002/tea.3660220403

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

年代:1985

数据来源: WILEY

摘要:

AbstractThis is the report of a two‐year study using qualitative research methods to assess the training needs of science teachers in southern Florida. The respondents included individuals and groups comprising the educational enterprise and those outside the enterprise with the ability to influence policy in science education and implementation of that policy in Florida. The study resulted in recommendations describing the desired state for graduate training leading to a master's degree in science education and has implications for noncredit inservice activitie

ISSN:0022-4308    

DOI:10.1002/tea.3660220404

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

年代:1985

数据来源: WILEY

摘要:

AbstractSimilar results from four studies dealing with third, seventh, and eleventh grade students and their views of science teachers, science classes, usefulness of science study, and what it is like to be a scientist are reviewed and analyzed. The studies include the affective data from the 1977 NAEP report, the 1982 NAEP information, an Iowa follow‐up study, and a study limited to one large school district. The analysis permits a synthesis of information on the failures of school science to affect student perceptions positively. Relatively few areas are identified which illustrate positive effects of science programs on students. Primary problems identified are: (1) science is less fun and exciting the longer students stay in school; (2) teachers are viewed as providers of information; the more preparation a teacher has and the more advanced the class, the less likely is a teacher ever to admit not knowing; (3) students do not feel more successful and/or more curious as they progress through a science program; (4) the school program does not provide increasingly accurate information and/or encouragement for science career choice

ISSN:0022-4308    

DOI:10.1002/tea.3660220405

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

年代:1985

数据来源: WILEY

摘要:

AbstractEight science terms were studied as to their meanings for 9‐, 13‐, and 17‐year‐old students randomly selected from a single school district in the midwest. The results indicate that the school is ineffective in increasing numbers of students who master the select terms between seventh and eleventh grade. On three of the eight terms 9‐year‐olds perform as well as 17‐year‐old students. Although there is growth between ages 9 and 13 on degree of mastery for five terms, some of these differences can be attributed to increasing student abilities to read, increases in student experiences with school science and testing procedures, maturation and development of reasoning for students across grades, and the relative emphasis of science content/terminology for the var

ISSN:0022-4308    

DOI:10.1002/tea.3660220406

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

年代:1985

数据来源: WILEY

摘要:

AbstractData collected in the 1976‐1977 NAEP survey of seventeen‐year‐olds was used to reanalyze the hypothesis that there are affective determinates of science achievement. Factor and item analysis procedures were used to examine affective and cognitive items from Booklet 4. Eight affective scales and one cognitive achievement scale were identified. Using stepwise multiple regression procedures, the four affective scales of Motivation, Anxiety, Student Choice, and Teacher Support were found to account for the majority of the correlation between the affective determinants and achiev

ISSN:0022-4308    

DOI:10.1002/tea.3660220407

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

年代:1985

数据来源: WILEY

ISSN:0022-4308    

DOI:10.1002/tea.3660220401

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

年代:1985

数据来源: WILEY