ISSN:0022-4308    

DOI:10.1002/tea.3660060302

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

年代:1969

数据来源: WILEY

摘要:

AbstractThe purpose of this study is to ascertain what personal and professional characteristics are related to elementary attitudes toward science and the scientific institution. The Schwirian Science Support Scale (TRI‐S) was administered to 191 elementary teachers and analysis of variance was used to analyze the data.The personal characteristics examined are: (1) age; and (2) religious preference. The six professional characteristics explored are: (1) highest academic degree held; (2) semester hours of college science; (3) type of undergraduate institution attended; (4) years teaching experience; (5) grade level taught; and (6) the nature oj the teaching experience, i.e., continuous or interrupted.Of these eight independent variables,ageis associated with the greatest attitudinal differences, the younger teachers expressing the more positive attitudes toward science. Teachers who graduated from state schools had more positive attitudes than those who came from private, liberal arts institutions. There was also a positive association found between number of hours in science and positive science attitude

ISSN:0022-4308    

DOI:10.1002/tea.3660060303

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

年代:1969

数据来源: WILEY

ISSN:0022-4308    

DOI:10.1002/tea.3660060304

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

年代:1969

数据来源: WILEY

ISSN:0022-4308    

DOI:10.1002/tea.3660060305

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

年代:1969

数据来源: WILEY

摘要:

AbstractAbout 1500 children from an inner city school district and a suburban school district were asked to perform eight tasks of basic skills. There were differences in the performances of the children. The differences depended upon the socio‐economic background of the children. On many of the skills, third grade urban children were similar to first grade suburban children. It is for this reason that the inner city children in this study were considered disadvantaged and a program of skill development has begun. Inner city children must have experiences that will help them acquire the skills that suburban children have acquired before entering schoo

ISSN:0022-4308    

DOI:10.1002/tea.3660060306

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

年代:1969

数据来源: WILEY

摘要:

AbstractThe purpose of this study was to determine if instruction on excluding irrelevant variables enhanced learning the principle that explained why objects float and sink. The results of the study show that learning the correct principle without first learning to exclude the false principles is not as effective as learning to exclude the false principles and then learning the correct principle. The data also indicate that the presentation of the verbal principle in the program enhanced achievement on the concept criterion test.

ISSN:0022-4308    

DOI:10.1002/tea.3660060307

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

年代:1969

数据来源: WILEY

ISSN:0022-4308    

DOI:10.1002/tea.3660060308

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

年代:1969

数据来源: WILEY

ISSN:0022-4308    

DOI:10.1002/tea.3660060309

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

年代:1969

数据来源: WILEY

摘要:

AbstractSixty‐two second‐, fourth‐, and sixth‐graders were asked to judge the temporal duration of objects and events when the objects were changed in height or subjected to decay, when an event was reversed, and when an event was given an affective dimension. Nonconservers of time were those who judged that these irrelevant transformations affected the temporal aspects of the objects or events. The shift from nonconservation to conservation of time occurred between the second and fourth grades for most problems. The results indicated that young (under eight or nine years) children's concept of time is surprisingly defective. The relation of these findings to other conservation concepts was di

ISSN:0022-4308    

DOI:10.1002/tea.3660060310

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

年代:1969

数据来源: WILEY

摘要:

AbstractThis paper combines biological, biochemical and psychological data toward the construction of a bio‐psychological theory of behavior.The fundamental assumptions are that the environment favored the evolution of organisms possessing receptors sensitive to periodic or repetitive stimuli. Moreover the presence of periodic stimuli in space and time have induced, through natural selection, the appearance of highly advanced forms of living organisms capable of exploiting the environment by utilizing information in periodic stimuli. Indeed, this dependency on periodic stimulation, such as light energy and movement of surrounding matter, has induced a psychological, perceptual bias to readily assimilate repetitive stimuli thereby producing changes in behavior. This perceptual bias favored by organic evolution and reinforced by stimulation of the organism during development produces communication patterns in higher animals characterized by repetitive sounds.The relationship of this theory to current learning models is discussed and applications are made to human learnin

ISSN:0022-4308    

DOI:10.1002/tea.3660060311

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

年代:1969

数据来源: WILEY