ISSN:0022-4308    

DOI:10.1002/tea.3660280402

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

年代:1991

数据来源: WILEY

摘要:

AbstractThis study conducted at a suburban community college tested a method of conceptual change in which treatment students worked in small cooperative groups on tasks aimed at eliciting their misconceptions so that they could then be discussed in contrast to the scientific conceptions that had been taught in direct instruction. Categorizations of student understanding of the target concepts of the laws of conservation of matter and energy and aspects of the particulate nature of gases, liquids, and solids were ascertained by pre‐ and posttesting. Audiotapes of student verbal interaction in the small groups provided quantitative and qualitative data concerning student engagement in behaviors suggestive of the conditions posited to be part of the conceptual change process (Posner, Strike, Hewson&Gertzog, 1982). Chi‐square analysis of posttests indicated that students in treatment groups had significantly lower (p<0.05) proportion of misconceptions than control students on four of the five target concepts. Students who exhibited no change in concept state had a higher frequency of verbal behaviors suggestive of “impeding” conceptual change when compared to students who did change. Three factors emerged from qualitative analysis of group interaction that appeared to influence learning: (a) many students had flawed understanding of concepts that supported the target concepts; (b) student views towards learning science affected their engagement in assigned tasks, (c) “good” and “poor” group leaders had a strong influence o

ISSN:0022-4308    

DOI:10.1002/tea.3660280403

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

年代:1991

数据来源: WILEY

摘要:

AbstractA new approach to change misconceptions of students is to build on ideas which match their students' existing intuitive knowledge. This can be done by analogy. The use of an analogical relation between the known and the unknown can help students learn new information and discard or modify misconceptions. Previous studies have confirmed this result in such areas as mathematics. The present study examined the use of analogical instruction to overcome misconceptions about conservation of matter. Students who understood the concept of conservation of matter when iodine was evaporated were able to transfer their understanding to the evaporation of acetone. This indicates that teaching by analogy can be an effective tool in science. The author is now studying the relative effectiveness of conflict training and learning by analogy.

ISSN:0022-4308    

DOI:10.1002/tea.3660280404

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

年代:1991

数据来源: WILEY

摘要:

AbstractData from the 1983–84 Israeli IEA (International Association for the Evaluation of Education Achievement) science study were used to explore gender‐related differences (and their determinants) in the learning of science. The sample was composed of 1,934 ninth‐grade students. The study involved several measures of science learning, ten attitudinal measures, and items and errors classification. Differences between boys and girls were observed in some measures of science performance–‐particularly in the physical sciences, in items with lower estimates of “opportunity to learn,” and in specific kinds of errors. Gender‐related differences were also observed in the predictive model of achievement, using science‐specific affective measures. The discussion raises the cognitive and affective readiness of boys and girls for

ISSN:0022-4308    

DOI:10.1002/tea.3660280405

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

年代:1991

数据来源: WILEY

摘要:

AbstractResearch has indicated that most science classrooms are not intellectually demanding and place little emphasis on small group discussions and laboratory activities. However, successful science programs and competent science teaching that can provide models for other science teachers do exist. This study sought to document the teaching practices of two exemplary biology teachers of grades 11 and 12 by means of an interpretive research methodology. Both teachers had a thorough and comprehensive knowledge of the content they were to teach and had a range of teaching strategies that could be used without a great deal of thought. Their expectations for student performance were high, consistent, and firm. Students were expected to complete a high level of academic work in discussions, in problem work, and in laboratory activities, and were encouraged to take responsibility for their own learning. A distinctive feature of these biology classes was the high level of managerial efficiency, where lessons were busy occasions for both teacher and students; students had little opportunity for off‐task behavior. Both teachers actively monitored the behavior of both high‐ and low‐ability students by moving around the room and speaking with individuals, while still maintaining control of the entire class. By manipulating questioning and the social environment, both teachers encouraged students to engage in work, gave effective praise to the whole class and to individuals, encouraged student input by referring to it, helped students to effectively use their time, and gave marks for completion of set work. Compared to research with less‐successful teachers, these teaching behaviors contributed to exemplary p

ISSN:0022-4308    

DOI:10.1002/tea.3660280406

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

年代:1991

数据来源: WILEY

摘要:

AbstractThe objectives of this study were to develop a method for scoring the level of abstraction (LOA) of science reading material and explore its relationship with other methods for assessing curriculum materials. LOA is defined as the ratio of the nonconcrete concepts to the total number of concepts in a written passage expressed as a percent. Using passages taken from life, earth, and physical science textbooks written at three different levels, data were collected to obtain preliminary agreement from science educators in the classification of concepts, determine interscorer reliability, and compare student and passage variables. Participants consisted of 24 science educators, 60 science teachers from elementary, middle, and high schools, and 425 urban students in Grades 5, 7, and 10. Instruments used were (a) the procedure to determine level of abstraction developed in this study, (b) the cloze procedure, and (c) “Reading Level: Programs for Teachers.” No significant correlations were found between (a) passage LOA and passage readability level, (b) student cloze scores and passage LOA, (c) passage LOA and teacher prediction of student success, and (d) student cloze scores and passage readability level. However, the lack of significant correlations between LOA and cloze scores combined with the fact that the LOA is based upon deep structure rather than surface structure of written material indicate the possible uniqueness of the LOA and highlight the importance of further investigation of the LOA in its relationship to student comprehension of written mater

ISSN:0022-4308    

DOI:10.1002/tea.3660280407

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

年代:1991

数据来源: WILEY

摘要:

AbstractThis study compared two generations of seven high school chemistry texts (1970/1973) and current editions analyzed for gender fairness in illustrations and in concrete analogies. Results support these conclusions: (a) considering the texts as a group, there are significant differences between relative frequencies of named and unnamed illustrations of men and women and no significant differences between relative frequencies of illustrations of boys and girls in seven high school chemistry texts in the 1970 editions compared to current edition of the same texts; (b) a current best‐seller is the only text that has achieved balance between male/female illustrations; (c) the other texts overwhelmingly favor pictures of males; (d) most current texts had more analogies than their 1970 editions; the former favored images reflecting girls' interest

ISSN:0022-4308    

DOI:10.1002/tea.3660280408

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

年代:1991

数据来源: WILEY

摘要:

AbstractThis article reports on answers by children (Grades 1–9) to oral and written questions concerning the phase change from liquid to gas. The development of concepts was followed, proceeding from concrete to abstract ideas. Difficulties in the application of abstractions were found, and participants were frequently misled where a choice of possible correct answers was given. Many students were found to experience difficulties in problem solving even though they may have had the necessary level of knowledge. These findings lead us to emphasize the importance of explaining specific situations and experiences using clear and relevant models to suit the discussion. To this end, a number of suggestions are made for minimizing misunderstandings and enhancing understandin

ISSN:0022-4308    

DOI:10.1002/tea.3660280409

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

年代:1991

数据来源: WILEY

ISSN:0022-4308    

DOI:10.1002/tea.3660280410

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

年代:1991

数据来源: WILEY

ISSN:0022-4308    

DOI:10.1002/tea.3660280411

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

年代:1991

数据来源: WILEY