ISSN:0022-4308    

DOI:10.1002/tea.3660270302

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

年代:1990

数据来源: WILEY

摘要:

AbstractWord associations were used to map the conception of high school students concerning the concepts “chemical equilibrium” and “equilibrium.” It was found that the preconception of the two concepts was differentiated on noncritical dimensions; “equilibrium” being associated with everyday life experiences and “chemical equilibrium” with general chemical concepts. After studying the subject of chemical equilibrium at school the two concepts merged towards one, i.e., becoming synonymous. This can provide an explanation for misconceptions associated with chemical equilibrium via the transfer of static attributes from “equilibrium” to the dynamic “

ISSN:0022-4308    

DOI:10.1002/tea.3660270303

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

年代:1990

数据来源: WILEY

摘要:

AbstractIt is common knowledge that scientists are those persons who have the unique attributes required to perform in the role, but contrary to what is widely believed, scientists might also be those who have had access to resources of which other members of the population have been deprived. This study investigates the effectiveness of interventions designed to mediate the negative influence of ascription (race and ethnicity) on the scientific talent pool (students having interest and ability in science).Minoritiesrefers to participants representing the major ethnic and racial groups in the New York City school system: Blacks and Hispanics. Cross‐tabulations showed that urban underachieving public high school students take significantly more mathematics and science classes, more frequently graduate from high school and more often enroll in college as compared with students of the same population, who were not exposed to the program. These findings on the effectiveness of tutoring, career counseling, exposure to industrial and academic research sites and to scientist role models, and after‐school and weekend classes in mathematics and science, reinforce the observations of Thomas (1986) of the importance of prerequisites for increasing participation of minorities in the natural and technical sciences and mathematics. They extend knowledge of factors which lessen the effects of ascription on educational attainment, and which promote meritocratic conditions for achieving a scientific occupat

ISSN:0022-4308    

DOI:10.1002/tea.3660270304

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

年代:1990

数据来源: WILEY

摘要:

AbstractHow do children solve force and motion problems in computer simulations without explicit knowledge of the underlying physics? This question was addressed by saving the keystroke input of 19 sixth‐grade children in computer memory as each interacted with a simulated, frictionless object using Logo turtle‐graphics. The keystroke sequences were first used to determine subject performance on the gamelike features of the simulation. A second analysis used the Newtonian structure of the program to investigate alternative methods for controlling turtle velocity. Five boys and five girls were interviewed during the simulation concerning the perceived relationship between keyboard input and turtle behavior. Subjects who could clearly state some keyboard effects did not score high on either computer analysis, yet achieved the most general solutions of the computer problem. They did so by exploring turtle behavior under a greater variety of conditions than the subjects who achieved partial solutions. For the successful subjects, the turtle was related by analogy to useful information from existing conceptions of mot

ISSN:0022-4308    

DOI:10.1002/tea.3660270305

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

年代:1990

数据来源: WILEY

摘要:

AbstractThe study investigated the effects of full‐credit semester and all‐year timetables on science attitudes and science achievement of grade‐10 students in British Columbia. All grade‐10 students in British Columbia completed multiple matrix sampled assessment instruments in May of 1986. These instruments provided background information, affective scores, and cognitive scores which were used to compare the groups. It was found that, contrary to reported teacher perceptions of semester versus all‐year courses, students in the all‐year courses consistently outperformed both first‐ and second‐semester students in the cognitive domains tested, and there were no significant differences in the affective domains. The finding that second‐semester students out‐performed the first‐semester students casts doubt on the reported teacher perception that knowledge retention is of little concern un

ISSN:0022-4308    

DOI:10.1002/tea.3660270306

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.3660270307

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

年代:1990

数据来源: WILEY

摘要:

AbstractThis research examines children's (ages 9–15) conception of changes in the state of matter from liquid or solid to gas, as well as their understanding of the reversibility of this process. Children were tested for their ability to conserve matter, its identity, and its weight in tasks using evaporation of acetone and sublimation of iodine. It was found that children who recognized weight conservation in one of the tasks did not necessarily recognize the same in the second task. Students believed that gas has no weight, or that gas is lighter than the same material in its liquid or solid state. In addition, students who recognized weight conservation were not always aware of the reversibility of the process. Until the age of 12 specific perceptual input from the task (e.g., color) dramatically influenced students' responses to the conservation of weight task. The relationship between children's intuitive ideas about matter, as observed in this study, and their logical ability to conserve weight, as observed in this study, is discusse

ISSN:0022-4308    

DOI:10.1002/tea.3660270308

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

年代:1990

数据来源: WILEY

摘要:

AbstractIn an attempt to accelerate the development of formal operations in average young adolescents, intervention lessons relating to all formal schemata were designed in the context of school science courses. Over a period of two years, up to 30 intervention lessons were given by science teachers to their classes in eight schools. Boys who started the program aged 12+ showed a pre‐posttest effect size on Piagetian tests of 0.89 SD compared with control classes. In terms of British norms for the development of operational thinking this was a mean change from the 51st to the 74th percentile. Neither the middle school students nor the 12+ girls showed greater gain than the controls. Gains were shown by girls in one 11+ class and in the two 11+ laboratory classes. In the laboratory school students given intervention lessons by the researchers maintained their gains over controls in formal operations at a delayed posttest one year after cessation of the program. There was no effect on tests of science achievement during the intervention. It was argued that the interventions needed to be accompanied by in‐service training designed to enable teachers to change their teaching style in line with their students' increased operational thinking capac

ISSN:0022-4308    

DOI:10.1002/tea.3660270309

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.3660270301

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

年代:1990

数据来源: WILEY