摘要:

AbstractUsing a sample of 908 eleventh grade science stream male and female students from similar socioeconomic area schools, variance based psychometric properties of three paper‐and‐pencil tests of logical thinking (Longeot test, Lawson's test TOFR, and Tobin and Capie's test TOLT) are investigated. A sub‐sample of 212 students took the three tests in randomly allocated different sequential orders of presentation, while 696 students took only two tests. Alfa coefficients for each test separately and for the three tests combined together, concurrent validity coefficients, measures of item difficulty, item discrimination, item‐criterion correlation, and 30‐day stability coefficients are calculated. Considering the relative homogeneity of the sample, the reliability coefficients of the tests are judged satisfactory, but concurrent validity coefficients are quite low which implies incongruency in decisions made on the basis of the three tests. Need for estimating various psychometric parameters of alternative tests of logical thinking over different grade populations is e

ISSN:0022-4308    

DOI:10.1002/tea.3660240202

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

年代:1987

数据来源: WILEY

摘要:

AbstractThis paper examines the nature of selected traditional cosmological concepts among literate and nonliterate Nigerians. An analysis of the data reveals that the subjects, irrespective of their level of education, class, sex, age, religion, tribe, or locality, hold in varying degrees certain traditional as well as scientific concepts about the natural phenomena. An exposure of some of the subjects to an history/philosophy of science course appears to enhance their preference for a scientific worldview vis a vis a traditional point‐of‐view. The implications of these findings for traditional societies deserve a closer considerat

ISSN:0022-4308    

DOI:10.1002/tea.3660240203

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

年代:1987

数据来源: WILEY

摘要:

AbstractThis study examined the influence of selected factors on students' performance in practical chemistry. Twelve factors were extracted by principal component analysis. These factors accounted for 64% of the variance of the scores in practical chemistry when stepwise multiple regression analysis was applied on the data. Students' participation in laboratory activities made the greatest independent contribution to the variance in performance (0.16), followed by students' attitude to chemistry as a subject (0.11), teachers attitude to chemistry laboratory work (0.10), and availability of chemistry laboratory materials (0.08). School location, sex of the student, and students' fear of explosion and of damaging expensive equipment made nonsignificant contributions. The implications of the findings of the study for instruction in chemistry are discussed.

ISSN:0022-4308    

DOI:10.1002/tea.3660240204

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

年代:1987

数据来源: WILEY

摘要:

AbstractA test for measuring science attitudes, named Test of Science Related Attitudes (TOSRA), was initially developed in Australia by Fraser (1977, 1978). This study investigated the crosscultural validity of this instrument when used with American high school students. Three hundred and thirty‐six students (12th and 11th graders) in three high schools in suburban Chicago took the test. The results of the study, confirming previous validation of the test, revealed that the seven subscales of TOSRA were, in general, highly reliable. The discriminant validity of each of these scales, however, was found to be generally low. The item/scale correlation for all but four items of the test met Shrigley's (Journal of Research in Science Teaching,20(1), 87–89, 1983) criterion of being more than 0.30. The results of the principal components with varimax rotation did not support the distinctiveness of the subscale structure of the t

ISSN:0022-4308    

DOI:10.1002/tea.3660240205

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

年代:1987

数据来源: WILEY

摘要:

AbstractInquiry oriented practical matriculation tests of 3650 12th grade biology students in Israel were analyzed to find out the interrelationships among 21 process skills. Using correlations and varimax factor analysis, seven factors were obtained. These factors are listed according to the relative percentage of the total variance accounted for from highest to lowest: handling quantitative relationships, explaining and assessing data, conceptualizing and planning investigations, summarizing results, interpreting and concluding, selecting form of presenting findings, designing experiments.The theoretical and practical implications of these findings are briefly discussed. Theoretically, the associations as well as the dissociations identified provide important clues regarding the organization of process skills related knowledge in cognitive structure. From a practical perspective the findings offer guidance for teacher educators as well as biology teachers on more effective ways for developing science process skills.

ISSN:0022-4308    

DOI:10.1002/tea.3660240206

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

年代:1987

数据来源: WILEY

摘要:

AbstractEvidence from the research literature suggests that a variety of cognitive factors is responsible for chemistry achievement. This investigation examined the role of four cognitive factors, namely, formal reasoning ability, prior knowledge, field dependence/ independence, and memory capacity on achievement in chemistry as measured by tests of laboratory application, chemical calculations and content knowledge. The sample comprised grade 11 students from eleven high schools who were following the same chemistry syllabus. The results indicated that prior knowledge and formal reasoning ability were each statistically significantly related to variation in chemistry achievement. Field dependence/independence and memory capacity played no significant role in chemistry achievement.

ISSN:0022-4308    

DOI:10.1002/tea.3660240207

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

年代:1987

数据来源: WILEY

ISSN:0022-4308    

DOI:10.1002/tea.3660240208

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

年代:1987

数据来源: WILEY

ISSN:0022-4308    

DOI:10.1002/tea.3660240209

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

年代:1987

数据来源: WILEY

ISSN:0022-4308    

DOI:10.1002/tea.3660240210

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

年代:1987

数据来源: WILEY

ISSN:0022-4308    

DOI:10.1002/tea.3660240211

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

年代:1987

数据来源: WILEY