ISSN:0022-4308    

DOI:10.1002/tea.3660190202

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

年代:1982

数据来源: WILEY

摘要:

AbstractTwelve pupils from each of thirteen middle school science classes participated in the study. Measures were obtained for each pupil on nine engagement modes. Two engagement measures, attending and generalizing, together with formal reasoning ability, were related to process skill achievement and retention. Formal reasoning ability was the strongest predictor of process skill achievement and retention, accounting for approximately 36% of the variance in each case. Formal reasoning ability and locus of control were each correlated with specific engagement modes. Formal reasoning ability was positively related with rates of generalizing and comprehending. Locus of control was significantly related with rates of attending and total engagement.

ISSN:0022-4308    

DOI:10.1002/tea.3660190203

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

年代:1982

数据来源: WILEY

摘要:

AbstractCognitive preference, a cognitive style acquired through life and learning experiences and representing a distinct orientation to the processing of information, is related to creativity in this study. Significant correlations were observed between cognitive preference and verbal creativity but not with figural creativity as measured by the Torrance Test of Creative Thinking.

ISSN:0022-4308    

DOI:10.1002/tea.3660190204

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

年代:1982

数据来源: WILEY

摘要:

AbstractThe paper describes the development and validation of a group test of integrated process skills. The test assesses student performance on a set of twelve objectives related to the generic objective: planning and conducting an investigation. Evidence of content validity, construct validity, and reliability are presented in the paper. A range of generalizability coefficients from 0.77 to 0.98 is reported for specific uses of the 24‐item test. Since the items measure performance on objectives that can be readily translated into classroom activity, the test has direct applicability to classroom based research, and evaluation of instruction. In addition to sound psychometric properties, the Test of Integrated Science Processes is distincitve because it includes a set of interrelated, cumulative objectives which reflect autonomous problem solvin

ISSN:0022-4308    

DOI:10.1002/tea.3660190205

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

年代:1982

数据来源: WILEY

摘要:

AbstractRelationships between perceived levels of classroom individualization and science‐related attitudes were explored for a sample of 712 junior high school science students. Five dimensions of perceived individualization (personalization, participation, independence, investigation, and differentiation) were measured with the Individualized Classroom Environment Questionnaire (ICEQ), while seven distinct attitudes were measured with the Test of Science‐Related Attitudes (TOSRA). Hierarchical regression analyses revealed that the set of individualization variables accounted for a significant increment in end‐of‐year attitude scores, beyond that attributable to corresponding beginning‐of‐year attitude scores, for four of the seven attitudes considered. Significant associations between an individual individualization variable and an attitudinal dimension were positive in all cases. The study also provided support for the reliability and validity of the ICEQ and TOSRA and for their general usefulness in science educati

ISSN:0022-4308    

DOI:10.1002/tea.3660190206

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

年代:1982

数据来源: WILEY

摘要:

AbstractThe purpose of this paper is to introduce a Q‐sort type instrument which is useful for obtaining descriptive information about teaching methods and curriculum materials used in the science laboratory. This instrument, The Laboratory Program Variables Inventory (LPVI), was used in a series of experiments investigating laboratory formats used in college general chemistry courses. Three possible formats were investigated: (1) verification laboratories, (2) guided inquiry laboratories, and (3) open/guided inquiry laboratories. Using several data analysis techniques, LPVI data were used to operationally define the three formats and identify specific criteria for discriminating among them. The use of the Q‐sort, in general, and the LPVI specifically, might fulfill a number of evaluation needs in science education including: (1) developing operational definition of constructs (e.g., “inquiry”), (2) diagnosing problems in curriculum development or implementation, (3) rationalizing differences in treatment groups in educational experiments, and (4) monitoring the effect of teacher education

ISSN:0022-4308    

DOI:10.1002/tea.3660190207

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

年代:1982

数据来源: WILEY

摘要:

AbstractThe study investigated affective changes in elementary preservice teachers during a formative period and related these changes to the development of specific classroom science teaching behaviors. Thirty preservice teachers were randomly selected from a population involved in a field oriented methods course program. Analysis of pre and post affective measures and concurrent measures of perception and performance of teaching behaviors during this formative period found significant developmental relationships. The results suggest the effective use of instruments measuring certain affective changes during a formative period and moderate to strong predictive effects of the development and perception of classroom teaching behaviors. The affective changes which demonstrated relationship with teaching behavior included specific aspects of interests and attitudes toward teaching science and children learning science. No relationship was found with preservice attitudes toward nature.

ISSN:0022-4308    

DOI:10.1002/tea.3660190208

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

年代:1982

数据来源: WILEY

摘要:

AbstractIn this report the relationships between cognitive preferences and patterns of achievement in chemistry for grade 12 students in Australia are investigated. The results of the study are consistent with the following two general propostions:1Students who develop the cognitive preferences consistent with those implied or stressed by the Higher School Certificate chemistry course tend to perform better on an end‐of‐course achievement examination than do students whose cognitive preferences are not consis tent with these implied preferences.2Higher cognitive preference for a particular preference is positively correlated with performance on the sorts of cognitive tasks implied in that prefere

ISSN:0022-4308    

DOI:10.1002/tea.3660190209

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

年代:1982

数据来源: WILEY

ISSN:0022-4308    

DOI:10.1002/tea.3660190201

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

年代:1982

数据来源: WILEY