摘要:

AbstractScientific literacy has many components: concept/content knowledge; science process ability; and reasoning ability. This latter component permits an individual to understand the content. According to Piaget, experience is one of the factors mediating the development of reasoning. Therefore, the primary purpose of this study was to investigate what effects two different teaching strategies would have on the development of logical structures. A secondary purpose was to examine the effects of gender on logical development. Four intact classes took part in this study; two (Control) classes receiving instruction involving working at desks and manipulation of materials based on predetermined behaviors and not children's interests; while the other two (Experimental) classes received instruction encouraging them to work on the floor and to examine whatever phenomenon they were exploring by moving about and/or moving and manipulating the apparatus, and to use them in a variety of ways dependent on their own interests. Data were collected using a battery of six Piagetian‐type tasks. The chi‐square one‐sample procedure was used to determine if there was any direct treatment effect and also to see if gender had any effect on the development of reasoning. It was determined that gender had no effect, while treatment did effect the development of reasoning, experimental subjects outperformed control subjects. It was concluded that teachers must take an active role when their students are using manipulatives; they should act as guides encouraging students to examine materials from many vantage points and to utilize materials in ways which seem appropriate to the students' interests and level of understa

ISSN:0022-4308    

DOI:10.1002/tea.3660210802

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

年代:1984

数据来源: WILEY

摘要:

AbstractThe study was conducted in 20 intact classes in grades 6 and 7 from suburban schools in Perth, Australia. The study investigated changes in discourse attributable to the use of an extended teacher wait time in a sequence of seven lessons related to probabilistic reasoning. A wait time feedback group of 10 classes obtained a significantly higher summative achievement mean than a control group that utilized a normal wait time. The results indicated that teacher wait time increased significantly over a seven lesson sequence from an average of 1.9 seconds to an average of 4.4 seconds. Discourse patterns in whole class settings also changed throughout the study. Although the total number of utterances decreased, the average length of pupil utterances increased. Changes were also observed in the teacher discourse. The most notable of these related to the type of teacher talk that followed a pupil response to a question. Teachers tended to probe to obtain further pupil input rather than mimicking pupil responses. The average length of student discourse and the proportion of student reacting were significantly related to summative achievement. The results of the study have indicated that the use of an extended teacher wait time in whole class settings can improve teacher and pupil discourse characteristics. However, the changes that occur are different to those that occur when an extended wait time is used in work groups. Teachers may need to be sensitized to the differing effects of longer wait time in whole class, work group, and individualized settings.

ISSN:0022-4308    

DOI:10.1002/tea.3660210803

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

年代:1984

数据来源: WILEY

摘要:

AbstractIndividual differences among learners constitute an important class of variables for research on instruction. Their study has been of interest because measures of these variables usually predict learning outcome. There is renewed interest in this fact today because aptitudes now often appear to interact with instructional outcomes, relating differently to learning outcomes under different instructional treatments. Practical interest for science educators stems from the possibility that such interactions may be used to adapt science instruction to fit different learners optimally. Aptitude‐treatment interactions (ATI) have been the subject of many studies in recent years and a wide variety of ATI findings are now in hand establishing the existence of ATI as a phenomena. Continuing research in this area will hopefully lead toward improved theory and practice to explain and to use aptitude for science instructional purposes. This article identifies promising areas of ATI research as well as general methodological guidelines for interested science educator

ISSN:0022-4308    

DOI:10.1002/tea.3660210804

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

年代:1984

数据来源: WILEY

摘要:

AbstractDuring the past several years interest in using clinical interviews to assess students conceptual knowledge has increased. However, using clinical interviews when research questions require quantitative comparisons has been difficult. The central difficulty is to construct variables that can be used to quantify and statistically compare the results of interviews while maintaining exactly what student conceptions are associated with each variable. The purpose of this article is to present a technique for constructing variables that overcomes this difficulty. The technique involves the representation of each proposition a student uses in terms of a standard set of underlying predicates, concepts, and relationships among concepts. Each proposition represented in these standard terms can be used as a variable to quantitatively compare the knowledge of students as expressed in clinical interviews.

ISSN:0022-4308    

DOI:10.1002/tea.3660210805

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

年代:1984

数据来源: WILEY

摘要:

AbstractTwenty‐two high school biology textbooks published between 1963 and 1983 were analyzed for their treatment of social issues. Textbooks were selected from among those used most frequently by teachers and/or having the highest sales. The textbooks were read in random order and the amount of space, to the nearest tenth of a page, devoted to each social issue was expressed as a percentage of total length of text. The results showed that attention to social issues decreased between 1963 and 1983 in the textbooks studied. The implications of these results for biology education in the 1980s are discusse

ISSN:0022-4308    

DOI:10.1002/tea.3660210806

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

年代:1984

数据来源: WILEY

摘要:

AbstractLong‐term retention effects of two methods of instruction used one year earlier to teach field‐dependent (FD) and field‐independent (FI) sixth‐grade students to control variables and to transfer this ability to novel tasks were investigated. The study also examined whether or not uninstructed seventh‐grade students had acquired this ability on their own. Results indicated that Treatment I produced better retention over time for both FD and FI students than did Treatment II. Treatment II was more effective for FI students than for FD students. Significant main effects for treatment and cognitive style were found on each controlling variables task when the abilities of instructed and uninstructed seventh‐grade students were compared. Field‐dependent students who had received Treatment I significantly outperformed FD students who had received Treatment II and FD students who had received no instruction on how to control variables. Field‐dependent students who had received Treatment II performed about as well as their counterparts who had received no instruction. Field‐independent students who had received Treatment I significantly outperformed FI students who had received Treatment II on two of three measures and FI students who had received no instruction on all measures. Field‐independent student who had received Treatment II significantly outperformed FI students who had received no instruction on tw

ISSN:0022-4308    

DOI:10.1002/tea.3660210807

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

年代:1984

数据来源: WILEY

摘要:

AbstractThis study was conducted to determine which skills and concepts students have that are prerequisites for solving moles problems through the use of analog tasks. Two analogous tests with four forms of each were prepared that corresponded to a conventional moles test. The analogs used were oranges and granules of sugar. Slight variations between test items on various forms permitted comparisons that would indicate specific conceptual and mathematical difficulties that students might have in solving moles problems. Different forms of the two tests were randomly assigned to 332 high school chemistry students of five teachers in four schools in central Indiana. Comparisons of total test score, subtest scores, and the number of students answering an item correctly using appropriate t‐test and chi square tests resulted in the following conclusions: (1) the size of the object makes no difference in the problem difficulty; (2) students understand the concepts of mass, volume, and particles equally well; (3) problems requiring two steps are harder than those requiring one step; (4) problems involving scientific notation are more difficult than those that do not; (5) problems involving the multiplication concept are easier than those involving the division concept; (6) problems involving the collective word “bag” are easier to solve than those using the word “billion”; (7) the use of the word “a(n)” makes the problem more difficult than using t

ISSN:0022-4308    

DOI:10.1002/tea.3660210808

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

年代:1984

数据来源: WILEY

摘要:

AbstractThe objective of this experimental study is to investigate the relationships among science teacher characteristics and student outcomes. The selected characteristics of teachers are their understanding of science processes and their ability to control variables, and the outcomes of students are the achievement in science contents and processes. The results support the hypothesized relationships and show that the teacher ability to control variables is a more valuable characteristic than the understanding of science processes for student achievement. Conclusions are drawn about the implications for the education of science teachers.

ISSN:0022-4308    

DOI:10.1002/tea.3660210809

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

年代:1984

数据来源: WILEY

ISSN:0022-4308    

DOI:10.1002/tea.3660210810

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

年代:1984

数据来源: WILEY

ISSN:0022-4308    

DOI:10.1002/tea.3660210801

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

年代:1984

数据来源: WILEY