摘要:

AbstractThe effects of cooperative‐controversy, cooperative‐concurrence seeking, and individualistic learning were compared on motivation, achievement, and attitudes toward the science subject being studied. Eighty‐four fifth‐grade students were assigned to conditions on a stratified random basis controlling for sex and reading ability. In all three conditions students studied whether wolves should or should not be a protected species. The results indicate that cooperative‐controversy resulted in the highest achievement, greatest motivation to learn more about wolves, more positive attitudes toward the wolf, and more positive attitudes toward co

ISSN:0022-4308    

DOI:10.1002/tea.3660220302

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

年代:1985

数据来源: WILEY

摘要:

AbstractSingle‐sex cooperative, mixed‐sex cooperative, and individualistic learning situations were compared to determine if they promoted systematic differences in relationships between male and female students and handicapped and nonhandicapped students. One‐hundred‐fifty‐four 5th‐and 6th‐grade students were assigned to conditions on a stratified random basis controlling for ability, sex, grade level, homerooms, and handicap. They participated in a study for 45 minutes a day for 21 days in science class. The results indicate that cooperative learning situations, compared with individualistic ones, promoted more positive cross‐sex and cross‐handicap relationships. Males achieved higher and had more positive attitudes toward science

ISSN:0022-4308    

DOI:10.1002/tea.3660220303

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

年代:1985

数据来源: WILEY

摘要:

AbstractThe relationship between science laboratory behavior strategies of students and performance in and attitude to laboratory work was investigated in an observational study of 160 laboratory sessions involving 600 class five (eleventh grade) biology students. Zero‐order correlations between the behavior strategies and outcome measures reveal a set of low to strong relationships. Transmitting information, listening and nonlesson related behaviors exhibited low correlations with practical skills and the attitude measure. The correlations between manipulating apparatus and observation with practical skills measures were found to be strong. Multiple correlation analysis revealed that the behaviors of students in the laboratories observed accounted for a large percentage of the variance in the scores on manipulative skills and a low percentage on interpretation of data, responsibility, initiative, and work habits. One significant canonical correlation emerged. The loadings on this canonical variate indicate that the practical skills measures, i.e., planning and design, manipulative skills and conduct of experiments, observation and recording of data, and attitude to laboratory work made primary contributions to the canonical relationship. Suggestions as to how students can be encouraged to go beyond “cookbook‐like” laboratories and develop a more favorable attitude to laboratory work a

ISSN:0022-4308    

DOI:10.1002/tea.3660220304

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

年代:1985

数据来源: WILEY

摘要:

AbstractThe ability of preservice physics education students to make judgements of observed teaching during two differently structured education courses was investigated. The first part of each course, irrespective of its content, resulted in changes in students' evaluation of teaching, with greater and fairly stable individual differences in judgement emerging. Students' knowledge of pedagogical theory was found to be related both to their judgements of observed teaching and to the quality of their own teaching.

ISSN:0022-4308    

DOI:10.1002/tea.3660220305

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

年代:1985

数据来源: WILEY

摘要:

AbstractIn 1982, the National Association of Biology Teachers surveyed its membership in order to assess the role and status of women in biology education. Items describing roles, salaries, assignments, professional activities, and sexual bias were included in the survey. This paper compares the responses of male and female biology educators, draws conclusions from the data, and suggests implications for the science education profession. Inequality in several professional areas was revealed. More women than men were single and reported no dependent children. Women exceeded men in both the lower and upper ends of the distribution of years of experience. However, the percentage of men exceeded that of women in most salary brackets beyond $20,000 and more men reported paid consulting opportunities. Men tended to teach at larger institutions and, at all academic levels, more men taught “advanced” classes. More men than women were involved with research activities. However, neither sex felt that the other one received preferential treatment in regard to salary and promotion. The majority of education administrators as well as science and biology faculties were male. However, the recent influx of women into science education positions may produce important changes. It is recommended that a comparative study be conducted in five ye

ISSN:0022-4308    

DOI:10.1002/tea.3660220306

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

年代:1985

数据来源: WILEY

摘要:

AbstractSeveral studies of the validity of the intensive time series design have revealed a post‐intervention increase in the level of achievement data. This so called “momentum effect” has not been demonstrated through the application of an appropriate analysis technique. The purpose of this study was to identify and apply a technique that would adequately represent and describe such an effect if indeed it does occur, and to use that technique to study the momentum effect as it is observed in several data sets on the learning of the concept of plate tectonics. Subsequent to trials of several different analyses, a segmented straight line regression analysis was chosen and used on three different data sets. Each set revealed similar patterns of inflection points between lines with similar time intervals between inflections for those data from students with formal cognitive tendencies. These results seem to indicate that this method will indeed be useful in representing and identifying the presence and duration of the momentum effect in time series data on achievement. Since the momentum effect could be described in each of the data sets and since its presence seems a function of similar circumstances, support is given for its presence in the learning of abstract scientific concepts for formal cognitive tendency students. The results indicate that the duration of the momentum effect is related to the level of student understanding tested and the cognitive level of the lea

ISSN:0022-4308    

DOI:10.1002/tea.3660220307

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

年代:1985

数据来源: WILEY

摘要:

AbstractThis article reports on a study conducted to investigate the methods individuals use to make predictions about five situations involving the conservation of mechanical energy. The subjects in the study came from two different populations—science majors and nonscience majors. The technique used to determine the strategies subjects employed was a paper‐and‐pencil version of Siegler's Rule‐Assessment technique. Each subject worked five task sets, although the order in which they did the sets varied. The task sets had simple situations involving carts moving on inclines or horizontal paths. The situations had energy transformations from: (1) kinetic energy to thermal energy via work against friction, (2) potential energy to thermal energy via work against friction, (3) potential energy to potential energy, (4) potential energy to kinetic energy, and (5) kinetic energy to potential energy. The major findings of the study were: (a) the subjects did employ identifiable strategies in over 97% of the cases, (b) the sequencing of the task sets did affect the way subjects worked the problems, (c) there was a difference in the way science majors and nonscience majors worked the problems, and (d) the effect of the variation in sequence differed for the two popu

ISSN:0022-4308    

DOI:10.1002/tea.3660220308

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

年代:1985

数据来源: WILEY

摘要:

AbstractThis study examines aptitude treatment effects in an inquiry/learning cycle based physical science class for elementary education majors. The aptitude was formal reasoning ability and the students were arranged into three groups: high, middle, and low ability reasoners. The treatment was method of forming groups to work in the laboratory. Students in each of three classes were grouped according to reasoning ability. In one class the laboratory groups were homogeneous, i.e., students of similar reasoning ability were grouped together. In the second class the students were grouped heterogeneously, i.e., students of different reasoning ability were grouped together. In the third class, the student choice pattern, the students chose their own partners. The findings were that there were no aptitude treatment interaction for achievement or for gain in formal reasoning ability, that grouping students of similar cognitive ability together for laboratory work in the class was more effective in terms of science achievement than grouping students of differing cognitive ability together or than allowing students to choose their own partners, and that students at different levels of reasoning ability experienced differential gains in that ability over the semester.

ISSN:0022-4308    

DOI:10.1002/tea.3660220309

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

年代:1985

数据来源: WILEY

ISSN:0022-4308    

DOI:10.1002/tea.3660220301

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

年代:1985

数据来源: WILEY