ISSN:0022-4308    

DOI:10.1002/tea.3660280202

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

年代:1991

数据来源: WILEY

摘要:

AbstractAn analysis of the inquiry level of science activities within junior high science textbooks and their accompanying supplemental activity guides was undertaken utilizing the inquiry analysis scheme developed by Tafoya et al. (1980). The inquiry level of activities was analyzed in relation to textbook series, supplemental activity guide, and discipline. Significance was determined using two‐way ANOVAs for inquiry level by publisher series activity guides, inquiry level by discipline activity guides, inquiry level by publisher textbook series, and inquiry level by discipline textbooks. Tukey's pairwise comparison was used to determine significance among two‐way ANOVA means. There was a significant difference in the frequency of inquiry level of activities among science textbooks, supplemental activity guides, and discipli

ISSN:0022-4308    

DOI:10.1002/tea.3660280203

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

年代:1991

数据来源: WILEY

摘要:

AbstractThis article reports on a study that investigated novice students' rules for determining which of two objects exerted the greater force on the other. Subjects worked five paper‐and‐pencil task sets depicting different objects interacting with each other. For each situation they were asked to identify which of the two objects was exerting the stronger force on the other. Each subject worked the task sets under one of three conditions: with no aid, with a written statement describing forces as interactions that always occur in pairs, or with a written statement of Newton's third law. The vast majority of the subjects in the study used procedures (rules) which could be identified. There were significant differences in the patterns of usage of the various rules between those who received no written statement and those who received the statement of Newton's third law. The primary difference between the two groups was in the usage of a rule (All Equal) which produced the same response sequence as Newton's third law. However, only 29% of those who received the Newton's third law handout used the All Equal rule on all five task sets. There were no significant differences in usage of the All Equal rule between those who had had high school physics and those who had not. Strong evidence was found to contradict the idea that the subjects who failed to used the All Equal rule simply did not read the written statement properly. The results of this study have implications for learning from t

ISSN:0022-4308    

DOI:10.1002/tea.3660280204

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

年代:1991

数据来源: WILEY

摘要:

AbstractThe purpose of this study was to examine the effects of cooperative learning andGroup Educational Modules(GEM) on the achievement of high school biology students. GEM materials are self‐instructional packets designed for use with groups of biology students. Cooperative learning is a classroom learning environment in which students work in small, mixed‐ability groups toward a common goal. A 2 × 2 factorial design was used in this study. The independent variables considered included (1) participation of students in the GEM project, and (2) use of cooperative learning techniques including heterogeneous grouping and group incentives. The dependent variables for all treatment groups were scores on the instrument developed for this study. A total of 11 teachers with 36 classes and 715 students were included in this study. All teachers involved covered the same general subject matter during the study period. An analysis of covariance (ANCOVA) was used as the data analysis procedure. Significant differences were found in the achievement of students using GEM materials and those using traditional instructional approaches. The use of cooperative learning also produced significant differences when compared to traditional classroom struct

ISSN:0022-4308    

DOI:10.1002/tea.3660280205

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

年代:1991

数据来源: WILEY

摘要:

AbstractData were collected from students in grades three to eight (N= 377) in order to identify the determinants of their intentions to perform laboratory and nonlaboratory science activities. Fishbein and Ajzen's theory of reasoned action was used as the basis for the study. The theory posits that the immediate determinant of behavior is intention. Intention is determined by the weighted attitude toward the behavior and the weighted subjective norm. Attitude toward behavior and subjective norm are determined by combinations of beliefs, evaluations, and motivations to comply. Cores of salient beliefs related to attitude toward laboratory and nonlaboratory behaviors and cores of salient beliefs related to subjective norm for laboratory and nonlaboratory behaviors were identified. Hypotheses generated from the theory were confirmed. Attitude toward behavior and subjective norm explained significant amounts of variance in behavioral intention for both laboratory and nonlaboratory behaviors. Attitude toward behavior had a greater relative weight than subjective norm for both laboratory and nonlaboratory. The correlations between adjacent constructs in the theoretical model were significant in all cases.

ISSN:0022-4308    

DOI:10.1002/tea.3660280206

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

年代:1991

数据来源: WILEY

摘要:

AbstractThe purpose of this three‐year naturalistic case study was to see whether collaborative reflection could enhance teaching and learning of science by generating desirable cognitive, metacognitive, and affective outcomes. Reflection was both individual and in groups, and involved reflection on practice in the classroom and phenomenological reflection on the nature of science teaching and learning. The study had two components. The preservice component involved 13 student teachers and teacher educators. The in‐service component involved 14 novice and experienced science teachers and 350 of their students. The authors worked with both groups to devise ways of changing classroom attitudes and behaviors of teachers and students. The voluminous data collected include records of many interviews, questionnaires, and written evaluations. Findings from the study illuminate aspects of the nature of science teaching and learning, processes by which individuals improve the quality of their practice, and methods for exploring teaching and learning mechanisms and facilitating change. Central to these findings is the importance of each of the two types of reflection for fostering personal and professional development. For both teachers and students, both types of reflection acted to improve their knowledge, awareness, and control of themselves and their classroom pract

ISSN:0022-4308    

DOI:10.1002/tea.3660280207

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

年代:1991

数据来源: WILEY

摘要:

AbstractThe present study investigated the utility of 52 items, selected from a readily available item pool developed for instructional purposes, when the items are used to measure critical thinking abilities of biology students. The items yield scores that have reasonable internal consistency reliability. Furthermore, analyses involving ACT, Watson‐Glaser Critical Thinking Appraisal, and Group Embedded Figures Test scores also suggest that the critical thinking test items have good concurrent validity. Thus, the measure may be useful in both science instruction and future research regarding critical thinking phenomen

ISSN:0022-4308    

DOI:10.1002/tea.3660280208

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

年代:1991

数据来源: WILEY

摘要:

AbstractThe relationship between affect and achievement in science was examined in two stages. First, a model was developed and tested for science‐related affect, the complex of students' attitudes toward, interests in, and perceptions about science at school. The LISREL approach to path analysis was used to demonstrate the fit of the model to data collected from grade 8 students in two different schools on two different occasions. In the second stage of the research, multiple linear regression was used to examine the direction of the relationship between science related affect and achievement and to apportion variance common between previous and subsequent achievement and the components of science‐related affect. It was found that affect is related more strongly to previous than subsequent achievement and that much of the common variance can be attributed to students' perceptions of their competence in scie

ISSN:0022-4308    

DOI:10.1002/tea.3660280209

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

年代:1991

数据来源: WILEY

ISSN:0022-4308    

DOI:10.1002/tea.3660280201

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

年代:1991

数据来源: WILEY