ISSN:0022-4308    

DOI:10.1002/tea.3660270702

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

年代:1990

数据来源: WILEY

摘要:

AbstractThe purpose of this experiment was to compare an inquiry‐oriented Biological Sciences Curriculum Study (BSCS) style laboratory approach with a more directive traditional approach on student outcomes in the cognitive and affective domains of learning at two private, midwestern liberal‐arts colleges. The BSCS approach emphasized basic and integrated science processes, concept development through extensive questioning, and increased student discretion, while the traditional approach contained highly structured, more prescriptive, teacher‐oriented activities. Intact laboratory sections of students enrolled in introductory general biology at two private liberal‐arts colleges were randomly selected into two treatment groups. Pretest and posttest measures were taken on three dependent variables: (1) biological content achievement, measured with a researcher‐generatedTest on Biology Laboratory Concepts, (2) reasoning ability, measured with theGroup Assessment of Logical Thinking, and (3) attitude toward biology, measured with theBiology Student Behavior Inventory. Analysis of covariance indicated the experimental group (n= 60) using the BSCS‐style laboratory approach scored significantly higher than the comparison group (n= 59) in levels of performance on biology content achievement,F(1, 114) = 4.07,p<0.05. There were no significant differences between the two groups in performance levels on attitude toward biology or on reasoning ability. However, both groups experienced a 15‐percent increase in the number of formal thinkers as indicated by pretest‐posttest gain scores on the reasoning ability test. These results lend support to the hypothesis that a BSCS‐style laboratory approach fosters desired learner outcomes at the postsecondary level. In addition, these findings support the notion that the science laboratory may be used as a primary vehicle to promote formal

ISSN:0022-4308    

DOI:10.1002/tea.3660270703

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

年代:1990

数据来源: WILEY

摘要:

AbstractThe purpose of this correlational study was to examine the possible relationships among children's extracurricular toy‐playing habits, sex‐role orientations, spatial abilities, and science achievement. Data were gathered from 282 midwestern, suburban, fifth‐grade students. It was found that boys had significantly higher spatial skills than girls. No significant differences in spatial ability were found among students with different sex‐role orientations. No significant differences in science achievement were found between girls and boys, or among students with the four different sex‐role orientations. Students who had high spatial ability also had significantly higher science achievement scores than students with low spatial ability. Femininely oriented boys who reported low playing in the two‐dimensional, gross‐body‐movement, and proportional‐arrangement toy categories scored significantly higher on the test of science achievement than girls with the same sex‐role and t

ISSN:0022-4308    

DOI:10.1002/tea.3660270704

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

年代:1990

数据来源: WILEY

摘要:

AbstractThis study investigated the seating patterns of target students in science classrooms to see if there was an action zone or T zone present. Fifty‐six physical science and chemistry classes were observed using the Brophy‐Good Teacher‐Child Dyatic Observation System. Target students were identified and their interactions were compared to nontarget students. Target‐student interactions for direct questions and student‐initiated interactions were analyzed to ascertain whether the teacher or the student determined target student status. Results indicated that no T‐shaped action zone was present in the classes observed. Target students dominated class interactions and received more direct questions, teacher‐afforded conversation, and sustaining feedback. Nearly one‐third of all students observed in the study did not interact at all

ISSN:0022-4308    

DOI:10.1002/tea.3660270705

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

年代:1990

数据来源: WILEY

摘要:

AbstractIt is becoming increasingly evident that the nature of the environment (ecology) influences the culture of a people. The prediction that such eco‐cultural variables could exert influence on students' concept attainment in science was tested in this study using a 2 (general environment) × 2 (reasoning pattern) × 2 (nature of home) × 2 (goal structure) fixed‐effect ANOVA design. The results showed that (1) students who live in a predominantly automated environment did better than those in a predominantly manual environment; (2) students whose reasoning patterns were predominantly magical and superstitious performed significantly lower than those who were empirical in reasoning; (3) rural dwellers were predominantly cooperative in outlook; (4) students who expressed preference for cooperative learning did significantly better than those who expressed preference for competitive and individual work; and (5) students from authoritarian homes achieved less well on the science concept test when compared with those from permissive homes. A number of important implications from these findings are

ISSN:0022-4308    

DOI:10.1002/tea.3660270706

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

年代:1990

数据来源: WILEY

摘要:

AbstractThe purpose of this study was to determine the effect that cooperative groups heterogeneously based on proportional reasoning ability have on problem solving in regular and honors high school chemistry. Students (n= 178) in three rural high schools solved stoichiometric problems either individually or in cooperative groups using a prescriptive problem‐solving strategy. There was no statistically significant difference in posttest means between students of varying proportional reasoning abilities who had been problem solving individually or in cooperative groups whether in a regular or an honors chemistry class. Characteristics of successful and unsuccessful students problem solving individually and in groups were determined through videotape analyses, students' written work, and classroom observations. Successful problem solvers, both those in groups and those who solved problems individually, were characterized by confidence and persistence and exhibited a strong conceptual bas

ISSN:0022-4308    

DOI:10.1002/tea.3660270707

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

年代:1990

数据来源: WILEY

摘要:

AbstractThe purpose of this study was to explore the utility of the theory of planned behavior for predicting the behavioral intentions of teachers enrolled in the Institute in Physical Science, an EESA, Title II program funded by the Texas Higher Education Coordinating Board. In particular, the study investigated three determinants of teachers' behavioral intentions (BI) set forth in the theory of planned behavior, namely, attitude toward the behavior (AB), subjective norm (SN), and perceived behavioral control (PBC). The behavior of interest in this study was the intention of teachers in grades 5/6 or 9/10 who were enrolled in the Institute to use 50% of the activities and investigations completed in the program with students they would teach during the next school year. Data were collected from 50 elementary and secondary teachers. Simple and hierarchical regression analyses were used to determine the relative contributions of attitude, subjective norm, and perceived behavioral control (and their interactions) to the prediction of behavioral intention. Results of this study indicated that attitude, subjective norm, and perceived behavioral control made significant contributions to the prediction of behavioral intention. Examination of the data blocked on external variables revealed attitude toward the behavior to be the single most important predictor of behavioral intention. Intent to perform the behavior appears to be totally under the control of most teachers, with little need for social support and with ample resources and sufficient opportunities available to perform the behavior.

ISSN:0022-4308    

DOI:10.1002/tea.3660270708

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

年代:1990

数据来源: WILEY

摘要:

AbstractConceptual systems theory predicts four system orientations. System 1 individuals are highly concrete in their reasoning ability and beliefs. System 2 individuals are strongly negative toward authority and institutions and tend to be autonomous and rebellious. System 3 individuals are more abstract than System 1 or System 2 individuals and have strong need to maintain secure relationships. System 4 individuals have the most abstract, flexible, and open‐minded orientation and have an analytical approach to problem solving. Conceptual systems orientations of subjects taking a general chemistry laboratory were determined using the “This I Believe” test. Subjects were classified into Systems 1, 2, 3, 4, or admixtures. Laboratory sections were assigned randomly to three instructional methods (traditional approach, learning cycle, computer simulation) for teaching a three‐hour laboratory covering spectrophotometry principles. Factorial analysis of covariance indicated no significant conceptual system by instructional method interaction. The main effect for conceptual system was significant, and pairwise comparisons of adjusted mean posttest scores indicated that System 4 subjects as well as System 3 subjects scored significantly higher than System 1 subjects. There was no significant difference in scores between System 4 and System 3 individuals. Conceptual systems orientation is an attribute variable that may influence chemistry l

ISSN:0022-4308    

DOI:10.1002/tea.3660270709

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.3660270710

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.3660270711

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

年代:1990

数据来源: WILEY