摘要:

AbstractIntensive time‐series designs for classroom investigations have been under development since 1975. Studies have been conducted to determine their feasibility (Mayer&Lewis, 1979), their potential for monitoring knowledge acquisition (Mayer&Kozlow, 1980), and the potential threat to validity of the frequency of testing inherent in the design (Mayer&Rojas, 1982). This study, an extension of those previous studies, is an attempt to determine the degree of discrimination the design allows in collecting data on achievement. It also serves as a replication of the Mayer and Kozlow study, an attempt to determine design validity for collecting achievement data. The investigator used her eighth‐grade earth science students, from a suburban Columbus (Ohio) junior high school. A multiple‐group single intervention time‐series design (Glass, Willson,&Gottman, 1975) was adapted to the collection of daily data on achievement in the topic of the intervention, a unit on plate tectonics. Single multiple‐choice items were randomly assigned to each of three groups of students, identified on the basis of their ranking on a written test of cognitive level (Lawson, 1978). The top third, or those with formal cognitive tendencies, were compared on the basis of knowledge achievement and understanding achievement with the lowest third of the students, or those with concrete cognitive tendencies, to determine if the data collected in the design would discriminate between the two groups. Several studies (Goodstein&Howe, 1978; Lawson&Renner, 1975) indicated that students with formal cognitive tendencies should learn a formal concept such as plate tectonics with greater understanding than should students with concrete cognitive tendencies. Analyses used were a comparison of regression lines in each of the three study stages: baseline, intervention, and follow‐up;t‐tests of means of days summed across each stage; and a time‐series analysis program. Statistically significant differences were found between the two groups both in slopes of regression lines (0.0001) and int‐tests (0.0005) on both knowledge and understanding levels of learning. These differences confirm the discrimination of the intensive time‐series design in showing that it can distinguish differences in learning between students with formal cognitive tendencies and those with concrete cognitive tendencies. The time‐series analysis model with a trend in the intervention was better than a model with no trend for both groups of students, in that it accounted for a greater amount of variance in the data from both knowledge and understanding levels of learning. This finding adds additional confidence in the validity of the design for obtaining achievement data. When the analysis model with trend was used on data from the group with formal cognitive tendencies, it accounted for a greater degree of variance than the same model applied to the data from the group with concrete cognitive tendencies. This more conservative analysis, therefor, gave results consistent with those from the more usual linear regression techniques andt‐tests, further adding to the confidence in the discr

ISSN:0022-4308    

DOI:10.1002/tea.3660210402

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

年代:1984

数据来源: WILEY

摘要:

AbstractTwo hundred and thirty‐four museum visitors of all ages were observed as they entered the Object Gallery area of the Florida State Museum. Visitors were observed under conditions where objects were available for close inspection but could not be manipulated (baseline data) and later when the same objects were placed on tables and were available for visitors to touch, move, and use a variety of senses to inspect them (intervention data). Data were recorded on the sex, age, and number of subjects in these areas under each of the above conditions. The results obtained show a significant increase in the number of visitors entering this section of the museum when manipulatable objects were available. Baseline data showed that 58.5% of the people who entered the Object Gallery went into the drawer section. However, when manipulatable objects were made available this increased to 82.3%. Chi‐square analysis was used to determine whether the presence of manipulatable objects in the area increased the number of people who entered the area. It did (p<0.05). Chi‐square analysis was also used to determine whether entering the drawer section depended on age or sex. It was found that more children entered the drawer section than adults (p<0.05) and significantly more female children and female adults entered as a result of intervention (p<0.05). At the same time, more male children than adults entered after intervention (p<0.05) than before. These data are supported by considerable curiosity research indicating that both children and adults are attracted to novel as well as complex stimuli which can be manipulated in both formal and free‐choice environments. The data also support the growing movement to hands‐on exhibits in natural history museums and science centers around the country, as well as hands‐on classroom activities from the perspective of their attention attracting and holding power and their curiosity evoking characteristics. Whether these positive factors also lead to increased knowledge or skill development is a question yet to

ISSN:0022-4308    

DOI:10.1002/tea.3660210403

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

年代:1984

数据来源: WILEY

摘要:

AbstractThe purpose of this study was to investigate the relationships among gender, age, and intellectual development. Random samples of 70 females and 70 males were selected with each sex group equally divided into a low‐age and a high‐age group. The low‐age group ranged in age from 16.25 years to 16.75 years and the high‐age group from 16.76 years to 17.25 years. The Piaget tasks selected to measure cognitive development were: Conservation of Volume, Separation of Variables, and Equilibrium in the Balance and Combination of Colorless Chemical Liquids. Data from this research produced these findings: (1) males demonstrate a higher level of intellectual development than females, (2) males mature intellectually earlier than females, (3) the value of the conservation of volume task as a component of a battery of formal tasks depends upon whether the decisions are to be made on the basis of the total‐task results or on individual task performance, and (4) there appear to be factors other than age and gender that are related to the development of formal operational reasoning. These investigators hypothesize that experiences is another importa

ISSN:0022-4308    

DOI:10.1002/tea.3660210404

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

年代:1984

数据来源: WILEY

摘要:

AbstractDo instructional questions to students enhance learning? If so, do certain types of questions cause greater learning outcomes than others? The area of instructional questions and questioning strategies has generated much research over the past two decades. A number of studies have found instructional questions to account for a large fraction of teaching time (Bellack et al., 1963; Schreiber, 1967; Moyer, 1967). Teacher use of oral questions in instruction, especially higher level cognitive questions, has consistently shown positive effects on student achievement (Redfield&Rousseau, 1981). Questions asked after oral prose presentations in psychology have been found to enhance recall of factual information (Sefkow&Meyers, 1980). Some large teacher training programs have specific instruction in questioning strategies (Lanier&Davis, 1972; Lowery, 1974). Questioning intextual readinghas also been investigated, especially in the social sciences and languages, with respect to both the presence of questions in a text and the position and type of such questions. Although there are conflicting results, in general, questions placed within text materials have appeared to cause significantly higher performance than reading the materials without questions (Rothkopf&Bisbicos, 1967; Rothkopf&Bloom, 1970; Watts&Anderson, 1971; Quellmalz, 1972; Reynolds, Standiford,&Anderson, 1979; Corrozi, 1971). Questions placed after the reading have been found to be significantly more productive than prequestions, or questions placed immediately before the reading passages (Rothkopf&Bisbicos, 1967; Frase, Patrick,&Schumer, 1970; Watts&Anderson, 1971). In one study, placing questions before the associated information reduced paragraph reading time from the time required when questions followed the information passage (Morasky&Wilcox, 1970). Finally, higher level cognitive post‐ and prequestions (comprehensive and application) have consistently produced more learning than recall and factual questions (Watts&Anderson, 1971; Falker, 1974; Rickards, 1974, 1976). The effect of placing questions directly within textual narrative has been much less researched than the issue of placing questions before or after the reading passage. The effect of this interspersed questioning strategy as part of science textbooks is apparently unresearched to date. The purpose of the research reported here was to determine the relative effects of certain question types when these questions were interspersed throughout the reading passage in textual materials for students in university introductory biology. It was hypothesized for experimental purposes that students reading a passage in biology concepts with specific types of interspersed questions would comprehend and retain no more of that passge than students reading the same passage without interspersed question

ISSN:0022-4308    

DOI:10.1002/tea.3660210405

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

年代:1984

数据来源: WILEY

摘要:

AbstractHudson and Rottman (1981) established that mathematics ability is probably a secondary factor influencing dropout from college physics courses. Other factors remain to be found for predicting who will drop out or at least have difficulty with the course. When mathematics ability is coupled with general indicators of performance (total GPA and ACT natural science), prediction of performance for those who complete the course is substantially improved. Moreover, discriminant analyses reveal who will have at least some difficulty, but not who will drop out. The problem of isolating specific weaknesses of students who have difficulty persists. Physics achievement appears to depend on mathematics ability only to the extent that students possess the ability to utilize mathematics knowledge for solving physics problems. Identification of the specific aspects of this ability as well as the specific deficiencies leading to dropout should be the object of future research. For the present, interviews might be more revealing than group testing methods.

ISSN:0022-4308    

DOI:10.1002/tea.3660210406

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

年代:1984

数据来源: WILEY

摘要:

AbstractThe purpose of this study was to measure attitude of adolescents toward women in science careers. To do so, researchers in the Career Oriented Modules to Explore Topics in Science Project validated a 27‐item instrument, the Women in Science Scale (WiSS). The scale had high reliability whether measured by estimates of internal consistency or test‐retest reliability. The validity was established using the known groups and correlates procedures. The test clearly distinguished between known groups and resulted in the predicted pattern of correlations with measures of other constructs. The WiSS could prove to be a valuable instrument for basic research or curriculum evaluation where adolescent attitude toward women in science careers is a variable of inter

ISSN:0022-4308    

DOI:10.1002/tea.3660210407

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

年代:1984

数据来源: WILEY

摘要:

AbstractIn an exploratory study, education majors in a physical science course were given a set of tasks analogous to a given, solved prototype‐task to see how transfer items were handled. Some students were given a conceptual model along with the solved prototype. Others were given a general procedure for applying the conceptual model to the transfer items. The procedure helped considerably for the transfer items least like the prototype item. The model alone was also effective for certain items. In the absence of both model and procedure, students' problem solving was usually incoherent or self‐contradictory. Presenting additional solved items helped marginally on an exceptionally novel item. Students' main source of difficulty, given the model and procedure, was that they were distracted by prior, concrete experience and thus failed to follow the procedure. For most students, this difficulty could readily be overcome. A small proportion (10–15%) of students had more profound difficu

ISSN:0022-4308    

DOI:10.1002/tea.3660210408

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

年代:1984

数据来源: WILEY

摘要:

AbstractFive items requiring use of proportional, probabilistic, and correlational reasoning were administered to students in grades 6, 8, 10, and 12. Proportions are taught in the school district in grades 7 and 8, probability in grade 10, and correlations are not taught. Based on the hypothesis that successful performance is due to classroom instruction, improvements on the proportions item were predicted between grades 6 and 10 and improvements on the probability items were predicted between grades 10 and 12. Actual gradewise improvements did not correspond well with predictions. Yet performance did correlate significantly with enrollment in classes such as chemistry, physics, and trigonometry. It is argued that successful qualitative reasoning arises as a consequence of the process of equilibration, and influences one's selection of course work. Specific instruction may initiate the equilibration process.

ISSN:0022-4308    

DOI:10.1002/tea.3660210409

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

年代:1984

数据来源: WILEY

摘要:

AbstractBased on the need for, suggestions about the construction, and existing measures serving as models found in the literature both inside and outside of science education, the “Children's Science Curiosity Scale” has undergone six versions using four different samples of fifth graders. Respectable internal consistency (alpha) and test‐retest reliabilities have been calculated. Concurrent validity has been demonstrated by significant positive correlations with another recognized curiosity measure, and by way of significant differences between students who were interested in science and students uncertain about interest in science. Somewhat weak predictive validity has been decided by way of significant positive correlations with students' semester science grades. Construct validity has been described and established by eight judges using six criteria, and supported through the use of factor analysis where four underlying factors were hypothesized as characteristics of science curiosity. Sex differences were also explored where significant differences were not found between the genders. Suggestions have been made concerning future attempts at instrument refinement, establishing conceptual validity, future research involving other variables, and classroom use in a variety of con

ISSN:0022-4308    

DOI:10.1002/tea.3660210410

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

年代:1984

数据来源: WILEY

ISSN:0022-4308    

DOI:10.1002/tea.3660210411

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

年代:1984

数据来源: WILEY