ISSN:0022-4308    

DOI:10.1002/tea.3660320703

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

年代:1995

数据来源: WILEY

摘要:

AbstractForty first‐grade children, drawn from urban areas in Nebraska and New Jersey, were asked to produce drawings of forests and were interviewed about forests and the types of living things found in them. Results indicate that the children's concepts of animals and where they live are quite diverse, but highly concrete and unorganized. Although children correctly assigned most forest‐dwellers to the forest (deer and squirrels, for example), they also tended to assign almost all other animals (elephants, sharks, etc.) to the forest as well, especially carnivores. A general lack of awareness of plant life, insects, water resources, and other forest features was also obser

ISSN:0022-4308    

DOI:10.1002/tea.3660320704

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

年代:1995

数据来源: WILEY

摘要:

AbstractThe research reported in this article was undertaken to obtain a better understanding of problem solving and scientific reasoning in 10‐year‐old children. The study involved measuring children's competence at syllogistic reasoning and in solving a series of problems requiring inductive reasoning. Children were also categorized on the basis of levels of simultaneous and successive synthesis. Simultaneous and successive synthesis represent two dimensions of information processing identified by Luria in a program of neuropsychological research. Simultaneous synthesis involves integration of information in a holistic or spatial fashion, whereas successive synthesis involves processing information sequentially with temporal links between stimuli. Analysis of the data generated in the study indicated that syllogistic reasoning and inductive reasoning were significantly correlated with both simultaneous and successive synthesis. However, the strongest correlation was found between simultaneous synthesis and inductive reasoning. These findings provide a basis for understanding the roles of spatial and verbal‐logical ability as defined by Luria's neuropsychological theory in scientific problem solving. The results also highlight the need for teachers to provide experiences which are compatible with individual students' information processing s

ISSN:0022-4308    

DOI:10.1002/tea.3660320705

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

年代:1995

数据来源: WILEY

摘要:

AbstractThis study investigates the problems chemistry majors have with learning distillation in traditional chemistry laboratory courses. Using an interpretive cyclic research design, we collected and interpreted data, mainly in the form of observation notes and transcriptions of the discourse that takes place during laboratory courses. It was found that students experience numerous problems; these are described and interpreted. We summarize students' problems in four categories: (a) students use an independent component conception; (b) they have insufficient understanding of the properties of vapor; (c) they regard distillation from a physical point of view; and (d) they do not have a practical understanding of thermodynamics. The main origin of these problems was found to lie with the traditional curriculum structure. Lecture courses and textbooks treat distillation in a generalized and decontextualized way, whereas decisions in actual distillations are always based on contextual features. It was found that textbooks and teachers often do not discriminate carefully and explicitly among five different contexts for distillation: organic synthesis, chemical analysis, analytical chemistry, physical chemistry, and preparation of products. Students take the generalized concepts at face value and apply them to all distillations regardless of context. They cannot interpret their observations or make reasoned decisions based on the theoretical framework of a specific context.

ISSN:0022-4308    

DOI:10.1002/tea.3660320706

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

年代:1995

数据来源: WILEY

摘要:

AbstractThis study investigated participation in a state‐level science competition over most of its 35‐year history. Issues examined included whether different gender patterns occurred with respect to entry rate, project topic (life science, physical science, earth science, and math), and project type (research or display). The study also examined to what extent the identified patterns reflected or contradicted nationwide patterns of girls' academic performance in science over roughly the same time period. It was found that although girls initially participated in the fair less frequently than boys, for the past 20 years their participation rate has been greater than that of boys. Examination of topic preferences over the years indicates that both girls and boys have traditionally favored life science; however, boys have been and continue to be more likely to prepare physical, earth, and math/computer science projects than girls. Another gender difference is that girls are generally less likely than boys to prepare projects based on experimental research as opposed to library research. The study provides some suggestions for teachers and teacher educators for addressing these disparit

ISSN:0022-4308    

DOI:10.1002/tea.3660320707

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

年代:1995

数据来源: WILEY

摘要:

AbstractTwo cohorts of students preparing to become elementary teachers participated in a model program in science and mathematics. These students were compared to other students taking similar courses on their conceptual understandings of science and mathematics, their investigative proficiencies, and their beliefs about effective methods of teaching these subjects. Instruments included newly developed tests of understanding, existing standardized achievement tests, and instruments devised for the evaluation to elicit conceptions of appropriate ways to teach science and mathematics to elementary children. Results from individual courses indicated that students participating in the model program developed more thorough understandings and more reform‐minded beliefs related to teaching science and mathematics. Issues associated with the assessment and evaluation of innovative programs in science and mathematics are discussed, and recommendations for teacher preparation are offere

ISSN:0022-4308    

DOI:10.1002/tea.3660320708

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

年代:1995

数据来源: WILEY

摘要:

AbstractIncreased use of problem‐based approaches to medical education has highlighted the challenges of curricular revision and interdisciplinary development. Venturing beyond disciplinary boundaries can be difficult, despite a desire to create interdisciplinary courses and adopt new ways of teaching. Concept mapping is an effective tool for developing an integrated curriculum. This article includes examples of concept maps that represent an entire veterinary curriculum, specific courses, and case‐based exercises. The author argues that concept mapping is a valuable tool for curriculum development of any scope or discipline, but is particularly helpful for creating interdisciplinary courses and case‐based exer

ISSN:0022-4308    

DOI:10.1002/tea.3660320709

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

年代:1995

数据来源: WILEY

ISSN:0022-4308    

DOI:10.1002/tea.3660320702

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

年代:1995

数据来源: WILEY