ISSN:0022-4308    

DOI:10.1002/tea.3660320803

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

年代:1995

数据来源: WILEY

摘要:

AbstractScience performance is determined, to a large extent, by what students already know about science (i.e., science knowledge) and what techniques or methods students use in performing science tasks (i.e., cognitive strategies). This study describes and compares science knowledge, science vocabulary, and cognitive strategy use among four diverse groups of elementary students: (a) monolingual English Caucasian, (b) African‐American, (c) bilingual Spanish, and (d) bilingual Haitian Creole. To facilitate science performance in culturally and linguistically congruent settings, the study included student dyads and teachers of the same language, culture, and gender. Science performance was observed using three science tasks: weather phenomena, simple machines, and buoyancy. Data analysis involved a range of qualitative methods focusing on major themes and patterns, and quantitative methods using coding systems to summarize frequencies and total scores. The findings reveal distinct patterns of science knowledge, science vocabulary, and cognitive strategy use among the four language and culture groups. The findings also indicate relationships among science knowledge, science vocabulary, and cognitive strategy use. These findings raise important issues about science instruction for culturally and linguistically diverse groups of student

ISSN:0022-4308    

DOI:10.1002/tea.3660320804

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

年代:1995

数据来源: WILEY

摘要:

AbstractThe focus of this study was to identify the nature of worldview presuppositions held by a group of science teachers from five non‐western cultures. The results show that the subjects, irrespective of their cultural backgrounds, hold identical worldview presuppositions. It is not clear at this exploratory stage to what extent the subjects' alternative viewpoints influenced their scientific outlook or their science teaching. However, an analysis of the subjects' viewpoints suggests either poor conceptualizations of the nature of science or a form of collateral thinking, whereby an individual accepts or uses both mechanistic and anthropomorphic explanations depending on the context in question and without exhibiting any sign of cognitive dissonance. The implications of such a scenario for the teaching‐learning process are highligh

ISSN:0022-4308    

DOI:10.1002/tea.3660320805

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

年代:1995

数据来源: WILEY

摘要:

AbstractA national data base from the Longitudinal Study of American Youth (LSAY) was employed to examine the effects of family commitment in education on student achievement in seventh grade science. The backward elimination procedure in the Statistical Analysis System (SAS) was adopted in this study to select significant variables of family commitment at α = .05. The results show that around 22% of the variance in student science achievement can be explained by the selected significant LSAY variables. An analysis of the impact of family commitment seems to indicate that parental education and encouragement are important factors in the improvement of student achievement. However, educators, including school personnel and parents, should exercise caution regarding how they help students with their homework and how they reward students for good grades

ISSN:0022-4308    

DOI:10.1002/tea.3660320806

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

年代:1995

数据来源: WILEY

摘要:

AbstractA 20‐week classroom‐based study was conducted to investigate the extent to which a computerized learning environment could facilitate students' development of higher‐level thinking skills associated with scientific inquiry. In two classes students' interactions with a scientific data base—Birds of Antarctica—were closely monitored, and the mediating roles of the teachers' epistemologies were examined. Interpretive data were generated and analyzed in relation to a constructivist perspective on learning. In the class where the teacher implemented a constructivist‐oriented pedagogy, students took advantage of enhanced opportunities to generate creative questions and conduct complex scientific investigations. These higher‐level thinking skills were much less evident in the class in which a more transmissionist‐oriented pedagogy prevailed. The results of the study suggest that it is not the computer itself that facilitates inquiry learning; the teacher's epistemology is a key mediating influence on students' use of the computer as a tool of sci

ISSN:0022-4308    

DOI:10.1002/tea.3660320807

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

年代:1995

数据来源: WILEY

摘要:

AbstractReal‐time kinematical analysis of physical phenomenon is the graphing of displacement, velocity, and acceleration versus time data simultaneously with the motion of the object. Brasell (1987) found that students using real‐time analysis with microcomputer‐based laboratory tools significantly improved their kinematics graphing skills as compared to students using delayed‐time graphing (kinematics graphs produced after the motion of the object). However, using computer reanimation of videotaped images, Beichner (1990) found no difference in student learning between the simultaneous‐time (kinematics graphs produced simultaneously with the motion of the image of the object, such as a video‐recorded image or a computer reanimated image) and the delayed‐time treatments. This investigation considers student analysis of videodisc‐recorded images, with treatments over an extended time. Using quantitative, qualitative, and retention data, we found no significant learning difference between using simultaneous‐time and delayed‐time analysis for student understanding of kinematics graphs. However, the results imply that simultaneous‐time analysis may have adv

ISSN:0022-4308    

DOI:10.1002/tea.3660320808

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

年代:1995

数据来源: WILEY

摘要:

AbstractProblem‐solving strategies in the physical sciences have been characterized by a dependence on algorithmic techniques often devoid of any reasoning skills. The purpose of this study was to examine student responses to a task relating to Boyle's Law for gases, which did not demand the use of a mathematical equation for its solution. Students (17‐ to 18‐year‐olds) in lower sixth form from two colleges in the Leeds district of Yorkshire in England were asked to respond to a task relating to pressure and volume measurements of air within a sealed syringe in different states of compression. Both qualitative and quantitative tasks for the sealed syringe system were examined. It was found that 34% to 38% of students did not understand the concepts of volume and mass, respectively, of a gas under such circumstances. Performance on an inverse ratio (2:1) task was shown to depend on gender and those students who performed well on the 2:1 inverse ratio task did not necessarily perform well on a different inverse ratio task when an arithmetic averaging principle was present. Tasks which draw upon qualitative knowledge as well as quantitative knowledge have the potential to reduce dependence on algorithms, particularly equation substitution and solution. The implications for instructional design are di

ISSN:0022-4308    

DOI:10.1002/tea.3660320809

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

年代:1995

数据来源: WILEY

ISSN:0022-4308    

DOI:10.1002/tea.3660320810

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

年代:1995

数据来源: WILEY

ISSN:0022-4308    

DOI:10.1002/tea.3660320811

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

年代:1995

数据来源: WILEY

ISSN:0022-4308    

DOI:10.1002/tea.3660320812

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

年代:1995

数据来源: WILEY