摘要:

AbstractThe attributes of a commercial microcomputer software package were evaluated as a supplement to traditional instruction in general chemistry classes in a suburban public high school. During a unit of study of writing and naming formulas and balancing chemical equations, the experimental group received reinforcement via microcomputer while the control group used parallel worksheet exercises over a period of three weeks for concept reinforcement. Analysis of achievement scores indicated significantly higher scores among the students in the control group. In order to ascertain any possible differential effects favoring either method for students at varying cognitive development levels, the study investigated the relationship between treatment (CAI versus worksheet) and development stage; no significant interactions were discovered.

ISSN:0022-4308    

DOI:10.1002/tea.3660260402

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

年代:1989

数据来源: WILEY

摘要:

AbstractIn what sense can a work of nonfiction be said to have a style? Is there such a thing as “textbook” style? The language of science textbooks has often been characterized as difficult and formal, yet those terms have never been carefully defined outside of readability demands. This article makes a first attempt at generating workable criteria for assessing the stylistic character of textbooks. This is done using passages from current physics textbooks, which are analyzed for prose structure, word choice, and literary characterist

ISSN:0022-4308    

DOI:10.1002/tea.3660260403

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

年代:1989

数据来源: WILEY

摘要:

AbstractThis article initially outlines a procedure used to develop a written diagnostic instrument to identify grade‐11 and ‐12 students' misconceptions and misunderstandings of the chemistry topic covalent bonding and structure. The content to be taught was carefully defined through a concept map and propositional statements. Following instruction, student understanding of the topic was identified from interviews, student‐drawn concept maps, and free‐response questions. These data were used to produce 15 two‐tier multiple‐choice items where the first tier examined content knowledge and the second examined understanding of that knowledge in six conceptual areas, namely, bond polarity, molecular shape, polarity of molecules, lattices, intermolecular forces, and the octet rule. The diagnostic instrument was administered to a total of 243 grade‐11 and ‐12 chemistry students and has a Cronbach alpha reliability of 0.73. Item difficulties ranged from 0.13 to 0.60; discrimination values ranged from 0.32 to 0.65. Each item was analyzed to ascertain student understanding of and identify misconceptions related to the concepts and propositional statements underlying covalent bondin

ISSN:0022-4308    

DOI:10.1002/tea.3660260404

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

年代:1989

数据来源: WILEY

摘要:

AbstractTeaching materials with extensive analogies, similes, and metaphors were written for two high‐school biology units. Their effect on learning and attitude was assessed by a comparison to students using a literal version of the same text. Little was found to support the contention that the use of these systems increases student achievement, and there was some indication that they may have a negative effect on student attitude

ISSN:0022-4308    

DOI:10.1002/tea.3660260405

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

年代:1989

数据来源: WILEY

摘要:

AbstractEleven elementary science texts commonly used in the nation's schools were examined in terms of conceptual structure and reasoning demands of the texts. Specifically, one primary level (K–3) unit was randomly selected for analysis. Concept maps were drawn and evaluated, and the propositions between concepts were examined in terms of the Piagetian mental schema needed for comprehension. Results show that (1) concept maps and therefore the conceptual structures for a unit on air and/or weather vary widely across texts; (2) all but two conceptual structures are well defined, in that a single concept or group of concepts is not isolated from the total framework; (3) the reasoning needed to comprehend the between‐individual concepts is concrete, in that classificational, interactional, and direct observational reasoning are necessary; and (4) these reasoning demands are above the developmental capabilities of a large segment of primary‐level children, who function in the preoperational stage. Discussion of the results focuses on the kind of science that is appropriate for primary‐level you

ISSN:0022-4308    

DOI:10.1002/tea.3660260406

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

年代:1989

数据来源: WILEY

摘要:

AbstractThis article explores science TEACHERS' perceptions of and consequent decisions about the development and implementation of a nontraditional science curriculum. It is a case‐study analysis that examines the perceptions of 14 secondary teachers of a model science/technology/society (STS) curriculum designed to promote scientific literacy.Although the TEACHERS' decisions varied on whether to accept, alter, or reject the STS curriculum, they shared similar concerns about the development and implementation of this multidisciplinary curriculum. There existed a common set of five factors that the teachers believed to be critical, and that strongly affected their daily teaching decisions.This study offers insights into how science teachers perceive an STS curriculum, and the influence those perceptions have on their teaching decisions. It explores curricular issues from the frame of reference of teachers, the key factor in successfully implementing innovation

ISSN:0022-4308    

DOI:10.1002/tea.3660260407

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

年代:1989

数据来源: WILEY

ISSN:0022-4308    

DOI:10.1002/tea.3660260408

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

年代:1989

数据来源: WILEY

ISSN:0022-4308    

DOI:10.1002/tea.3660260401

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

年代:1989

数据来源: WILEY