摘要:

AbstractThis article develops a way to conceptualize the complementarity of quantitative and qualitative research in science education. The differing sets of metaphysical presuppositions that give rise to the two approaches are systematically examined by using Stephen Pepper's “world hypotheses”: it is argued and demonstrated that quantitative research is formist/ mechanist in its metaphysical preoccupation, while qualitative research is contextualist/organicist. The vehicle for demonstrating how these metaphysical systems actually influence science education research is Stephen Toulmin's “argument pattern.” It is demonstrated through analysis of examples that quantitative and qualitatitive research reports follow the same pattern of argument, even though the metaphysical roots behind the approaches, which control their differing methodologies and other features, are obviously different. Given the emergence of qualitative research styles, implications are explored for the development of science education research as a total enterprise. Special attention is paid to the problems of appraising the quality of qualitative research reports and to the need for a comprehensive view of what constitutes legitimate research in science ed

ISSN:0022-4308    

DOI:10.1002/tea.3660190402

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

年代:1982

数据来源: WILEY

摘要:

AbstractThe Primary Education Improvement Program (Science) developed in Nigeria from 1970–1980 adopted a “process approach” to the teaching of science for children in Classes One and Two of primary school. In that insufficient formative data were available a study was organized to evaluate the attainment of the program's major objectives in terms of the children's ability to practice process skills. The study also attempted to measure children's interest, active participation and understanding of the lessons, as well as the availability of materials and ease of preparing and teaching the lessons for the teachers. Data were collected by means of teacher opinionnaires and a children's test to measure the attainment of process skills. The teachers who completed the opinionnaires rated the program as successful in terms of all the measured criteria. Children in the experimental and control groups were tested and their performances were compared. The results indicated that there were some significant differences in total test scores in favor of the experimental group after one year of primary school but none after two years. The program, though highly rated by teachers, did not produce the intended changes in children's beh

ISSN:0022-4308    

DOI:10.1002/tea.3660190403

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

年代:1982

数据来源: WILEY

摘要:

AbstractTo explain students' achievement in the mechanics segment of a college physics course, a causal model is proposed whose variables are the three constructs: Newtonian physics, math ability, and science experience. Each variable specifies several variates, whose numerical values were measured and intercorrelations computed. The Factorial Modeling (FaM) procedure is applied to the data to estimate the coefficients of the proposed model's structural equations. The FaM results indicate that the model is plausible and that its first two variables account for approximately 34% of the variance in the criterion variate, students' mechanics achievement. The implications of the findings for physics instruction are discussed.

ISSN:0022-4308    

DOI:10.1002/tea.3660190404

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

年代:1982

数据来源: WILEY

摘要:

AbstractThis study was based on Hovland's four‐part statement, “Whosayswhattowhomwithwhat effect,” the rationale for persuasive communication, a theoretical model for modifying attitudes. Part I was a survey of 139 perservice elementary teachers from which were generated the more credible characteristics of metric instructors, a central element in the “who” component of Hovland's model. They were: (1) background in mathematics and science, (2) fluency in metrics, (3) capability of thinking metrically, (4) a record of excellent teaching, (5) previous teaching of metric measurement to children, (6) responsibility for teaching metric content in methods courses and (7) an open enthusiasm for metric conversion. Part II was a survey of 45 mathematics educators where belief statements were synthesized for the “what” component of Hovland's model. It found that math educators support metric measurement because: (1) it is consistent with our monetary system; (2) the conversion of units is easier into metric than English; (3) it is easier to teach and easier to learn than English measurement; there is less need for common fractions; (4) most nations use metric measurement; scientists have used it for decades; (5) American industry has begun to use it; (6) metric measurement will facilitate world trade and communication; and (7) American children will need it as adults; educational agencies are mandating it. With the “who” and “what” of Hovland's four‐part statement defined, educational researchers now have baseline data to use in testing experimentally the effect of persuasive communication on the attitude of preservice teac

ISSN:0022-4308    

DOI:10.1002/tea.3660190405

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

年代:1982

数据来源: WILEY

摘要:

AbstractThree research paradigms, those of Ausubel, Gagné and Piaget, have received a great deal of attention in the literature of science education. In this article a fourth paradigm is presented—an information processing psychology paradigm. The article is composed of two sections. The first section describes a model of memory developed by information processing psychologists. The second section describes how such a model could be used to guide science education research on learning and problem solvi

ISSN:0022-4308    

DOI:10.1002/tea.3660190406

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

年代:1982

数据来源: WILEY

ISSN:0022-4308    

DOI:10.1002/tea.3660190407

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

年代:1982

数据来源: WILEY

ISSN:0022-4308    

DOI:10.1002/tea.3660190401

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

年代:1982

数据来源: WILEY