摘要:

AbstractThe purpose of this study was to examine the effects of testing on the achievement of students using self‐instructional materials to learn science process skills. In one section of an undergraduate science method class, students were paced through a programmed textbook and were given short quizzes in class after each of the process skill lessons was assigned, while in another section, students worked at their own pace and were held responsible for completing the lessons by the end of the semester. Students taking the quizzes throughout the semester were expected to attain a higher level of process skill proficiency because previous studies have shown that taking a test immediately after learning leads to better retention of the material. Results indicated that taking frequent quizzes did not differentially affect process skill acquisitio

ISSN:0022-4308    

DOI:10.1002/tea.3660260802

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

年代:1989

数据来源: WILEY

摘要:

AbstractThe development of videodiscs for science instruction in public schools requires a recognition of the unique characteristics of the public school environment and a sensitivity to the persistent problems associated with science instruction. This report discusses the conceptualization, development, and formative evaluation of a series of science education videodiscs. The discs were designed to enhance the efforts of teachers working in both individual and group instructional settings. In presenting the content, particular attention was given to the “effective instruction” research literature and more subject‐matter–specific problems such as those associated with the use of terminology and the fragmentation of information. The formative data indicated that videodisc programs can enhance the effectiveness of teachers and substantively impact student achievement and at

ISSN:0022-4308    

DOI:10.1002/tea.3660260803

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

年代:1989

数据来源: WILEY

摘要:

AbstractSeldom do researchers in science education state causal hypotheses they seek to test. Even less often are alternative hypotheses stated, much less tested. Further, science education researchersas a ruleconfuse hypotheses with predictions. Thus, they stand little chance of conducting research which distinguishes among alternative explanations, and consequently stand little chance of advancing knowledge beyond the Ruling Theory Stage of thinking. The present article offers five research criteria and their rationale intended to help researchers avoid these problems and help them conduct higher‐quality research, which should in turn improve the quality of science teachin

ISSN:0022-4308    

DOI:10.1002/tea.3660260804

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

年代:1989

数据来源: WILEY

摘要:

AbstractThe semantic meaning assigned to concepts associated with science‐technology‐society (STS) education, the percentage of science course time allotted to STS instruction, the categories of STS issues infused into sciences courses, and the instructional procedures used to do so, were examined among a sample of 65 exemplary secondary‐level science teachers. The teachers were volunteers from the 87 science teachers from a Midwestern state locally nominated for the Presidential Awards Program. Data were collected using the Science Teaching Issue Opinionnaire (STIO) and a questionnaire, both developed and validated by the investigator. The STIO used a semantic differential format; it was composed of 23 STS education affiliated concepts (e.g., science; technology; students' need to understand the interrelationships among science, technology, and society; my ability to teach …), each followed by 13 seven‐point bipolar adjective scales (alpha reliability = 0.97). The instruments were distributed and returned by mail. The exemplary science teachers were found to hold positive opinions of (1) science, (2) technology, (3) their understanding of science, and (4) their ability to teach science. The teachers expressed slightly positive opinions of (1) students' understanding of STS, (2) students' need to understand STS, (3) their own understanding of STS interrelationships, and (4) their ability to teach STS. The teachers suggested that 15% of secondary science course instructional time be dedicated to STS, but did not appear to dedicate near that amount of time to STS. “Pollution” headed a brief and rather predictable list of STS issues infused into science courses. On average a teacher infused 2.5 STS issues into a science course. The discussion, lecture, and a combination of these dominated the list of 35 instructional procedures which are not unique to or necessarily appropriate for ST

ISSN:0022-4308    

DOI:10.1002/tea.3660260805

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

年代:1989

数据来源: WILEY

摘要:

AbstractThis article reexamines the relative status of “school variables” versus “home variables” in explaining the variance in science achievement, based on data from Israeli elementary schools in 1984. The contribution of school variables was found to be “subject specific”—larger in subjects taught in school and less dependent on general ability, and “system specific”—larger in low socioeconomic schools and small in high so

ISSN:0022-4308    

DOI:10.1002/tea.3660260806

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

年代:1989

数据来源: WILEY

摘要:

AbstractScience educators have claimed that well‐conceived instructional strategies and curricular sequences, emphasizing the process aspects of science, will foster an understanding of the nature of science. Furthermore, a process emphasis on science has been cited for its ability to promote logical thinking skill, develop a locus of control “shift,” and enhance science content acquisition. The intent of this investigation was to examine the purported influence and developmental nature of a science process emphasis during a given semester of study, as well as over extended curricular sequences, each sequence being representative of three recognized preservice elementary science teacher preparatory programs. Data were collected from 135 elementary preservice teachers enrolled in science teaching methods courses at the endpoint of one of three sequences: (a) introductory process instruction with three subsequent semesters of integrated science content and teaching methods, (b) process instruction with separate subsequent content and teaching methods, and (c) only science content with subsequent teaching methods. Another 29 preservice teachers, assessed prior to entry into instructional sequences, provided a cross‐sectional sample for examining developmental changes in locus of control, logical thinking, nature of science, and science content knowledge. Statistical procedures included Kruskal‐Wallis ANOVA and Wilcoxon tests. Results indicated that a one‐semester process skills course was influential in developing a basis for science content acquisition and in fostering an understanding of the nature of science. Results further indicate that expected additional gains are significant in science content acquisition through matriculation in an extended curricular sequence. Implications for science educators ar

ISSN:0022-4308    

DOI:10.1002/tea.3660260807

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

年代:1989

数据来源: WILEY

摘要:

AbstractThis study aims to compare girls' performance with that of their boy peers, in a special program called a “research class.” Eighteen eleventh‐grade students who excelled in math and science volunteered for a special research class in biology. The program consisted of three supplemental hours of biology per week at school, plus one full day per week at a research institute. At the institute the students were required to conduct individual research projects under the guidance of a scientist as well as the supervision of their biology teacher. The data about the participating students was collected through qualitative methods. Nonparticipant observations were conducted, primarily in the classroom and less frequently at the research institute, over a long period of time. These observations yielded information regarding each gender's quality of work. Following these observations, all of the participating adults and students were interviewed, and questionnaires were completed by the students. The main findings of the study indicated that the boys were significantly more active in classroom discussions than were the girls. This observation was reconfirmed by an analysis of verbal interventions in classroom discussions. However, in both the teacher's evaluation and the students' self‐evaluation of their achievements, the girls' ratings were at least as high as the boys, with an average of 9 on a scale of 10. Moreover, the scientists indicated in their evaluations that the girls exhibited ability, intellectual curiosity, and a sense of responsibility, and were definately as able as were the boys. In other words, the vociferous monopoly of the boys during classroom discussion turns out to be relatively insignificant when examining the more covert qualities of the participating male and female s

ISSN:0022-4308    

DOI:10.1002/tea.3660260808

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

年代:1989

数据来源: WILEY

摘要:

AbstractThe intention of this research was to measure attitudes of young children toward women scientists. A 27‐item instrument, the Early Childhood Women in Science Scale (ECWiSS) was validated in a test case of the proposition that differential socialization predicts entry into the scientific talent pool. Estimates of internal consistency indicated that the scale is highly reliable. Known groups and correlates procedures, employed to determine the validity of the instrument, revealed that the scale is able to discriminate significant differences between groups and distinguishes three dimensions of attitude (role‐specific self‐concept, home‐related sex‐role conflict, and work‐related sex‐role conflict). Results of the analyses also confirmed the anticipated pattern of correlations with measures of another construct. The findings suggest the utility of the ECWiSS for measurement of early childhood attitudes in models of the ascriptive and/or meritocratic processes affecting recruitment to science and more generally in program and curriculum evaluation where attitude toward women in science is the construc

ISSN:0022-4308    

DOI:10.1002/tea.3660260809

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

年代:1989

数据来源: WILEY

ISSN:0022-4308    

DOI:10.1002/tea.3660260810

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

年代:1989

数据来源: WILEY

ISSN:0022-4308    

DOI:10.1002/tea.3660260801

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

年代:1989

数据来源: WILEY