ISSN:0022-4308    

DOI:10.1002/tea.3660200902

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

年代:1983

数据来源: WILEY

摘要:

AbstractA Biological Sciences Curriculum Study (BSCS) inquiry approach for university general biology laboratory was tested experimentally against a well‐established commercial program which was judged to be highly directive. The experimental approach made systematic use of science processes, development of concepts via questioning, and of requirements on the student to exercise discretion. Experimental group students scored similarly to comparison group students on a pretest of biological concepts, but scored significantly higher (p<0.005) when the same test was given at the end of the semeste

ISSN:0022-4308    

DOI:10.1002/tea.3660200903

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

年代:1983

数据来源: WILEY

摘要:

AbstractThe Self Lesson Report Form (SLRF) was designed as an alternative either to direct classroom observation or to commonly used questionnaires in which students and/or teachers report on general practices used in their classes. In the SLRF teachers report what happened in their last lesson. Certain items are structured while others are open. A special procedure was developed for the analysis of the open answers. A high level of reliability was obtained by comparing results of teachers' and observers' reports on the same lesson. Two hundred and fifty SLRF's were analyzed and the results are reported to illustrate the kind of information which can be obtained with this instrument. It was found that, on the average, junior high science classes in Israel are inquiry oriented, have abundance of discussions and hands‐on laboratory activities which are closely supervised by the teacher

ISSN:0022-4308    

DOI:10.1002/tea.3660200904

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

年代:1983

数据来源: WILEY

摘要:

AbstractChildren are very familiar with water, ice, and steam as these things have been part of their lives since they first crawled into the kitchen. In this study children's conceptions about familiar phenomena associated with water, e.g., evaporating, condensing, boiling, and the melting of ice, were investigated using a clinical interview technique. The prevalence of specific views at particular age levels was also studied. The results of the investigation indicate that children do have ideas about the changes of state of water which are quite different from the views of scientists. It would also appear that these ideas can sometimes be influenced in unintended ways by science teaching. The implications of these findings for teaching are discussed.

ISSN:0022-4308    

DOI:10.1002/tea.3660200905

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

年代:1983

数据来源: WILEY

摘要:

AbstractA meta‐analysis of research results for correlation between science achievement and attitude was conducted. Forty‐three studies were utilized and 15 variables were coded for each correlation found in each study, yielding 280 coefficients. Overall relationship is moderate (0.16), with differences between elementary, junior high, senior high, and college subjects. Causal ordering results support achievement causing attitude in grades three to eight and mixed results thereafter. Sex differences exist through high school. Other effects are mixed across grade le

ISSN:0022-4308    

DOI:10.1002/tea.3660200906

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

年代:1983

数据来源: WILEY

摘要:

AbstractAn examination was made concerning the relationships between Sudanese secondary science teachers' pupil control ideology and their students' perceptions/observations of the psychosocial environment of their science classrooms. One hundred secondary science teachers were classified as possessing humanistic (N= 20) or custodial (N= 20) control ideologies. A class (N= 40) of students was randomly selected for every teacher in both groups. The findings revealed that no significant relationships existed between the control ideologies of the teachers and their students' perceptions/observations of the classroom environment. Custodialism in control ideology was significantly related to the classroom environment psychosocial aspect of low “support.” Discussion and implications of the findings have been approached from both Sudanese and American perspecti

ISSN:0022-4308    

DOI:10.1002/tea.3660200907

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

年代:1983

数据来源: WILEY

摘要:

AbstractThe study was designed to determine differences between two chemistry teaching methods on students' chemistry achievement and attitudes toward science. The two methods were the large lecture‐demonstration and small‐group laboratory approaches to teaching chemistry. The subjects were 74 eleventh‐grade Saudi Arabian students randomly assigned to the two treatment groups. The findings revealed that the small‐group laboratory students exhibited significantly greater chemistry achievement than students in the lecture‐demonstration group on both immediate and delayed posttests. The results also indicated that students taught by the lab approach possessed more desirable attitudes towar

ISSN:0022-4308    

DOI:10.1002/tea.3660200908

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

年代:1983

数据来源: WILEY

ISSN:0022-4308    

DOI:10.1002/tea.3660200909

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

年代:1983

数据来源: WILEY

摘要:

AbstractThe primary problem investigated was whether examining materials from a variety of perspecitives enhances the development of projective spatial abilities more than examining materials from a single perspective. A secondary consideration dealt with gender effects. One hundred and five (56 females and 49 males) fifth grade students were randomly assigned to one of four groups. Two teachers taught two classes apiece‐one receiving instruction encouraging examination of materials from a single perspective, the other from multiple perspectives. All four groups received instruction consisting of access to manipulatives‐SCIIS, 2nd edition, Level 5. Instruction occurred twice a week, 45 minutes per session, for 6 weeks. The experimental design was the Solomon Four Group Design. A Battery of 8 Piagetian‐type tasks were used to assess possession of the projective groupings. The main and interactive effects of pretesting were determined to be negligible, while the treatment was determined to have a statistically significant effect on the development on projective spatial abilities. Gender was determined to have no direct effect on the dependent vari

ISSN:0022-4308    

DOI:10.1002/tea.3660200910

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

年代:1983

数据来源: WILEY

ISSN:0022-4308    

DOI:10.1002/tea.3660200901

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

年代:1983

数据来源: WILEY