摘要:

AbstractThis article examines the factors of attitude toward science, spatial ability, mathematical ability, and the scientific personality, as measured by the Myers‐Briggs Type Indicator, in a sample of middle school students. Males and females with science grades of A and B were found to have several characteristics of the scientific personality, good grades in mathematics, but negative attitudes toward science. Males and females with science grades of C and D had a more positive attitude toward science, but poor mathematical and spatial abilities and few characteristics of the scientific personality. There were no sex differences except on the Thinking/Feeling (TF) scale of the Myers‐Briggs Type Indicator. As expected females portrayed themselves as preferring the (F) scale, the use of personal values when making decisions and males portrayed themselves as preferring the (T) scale, the use of logical analysis when making decisi

ISSN:0022-4308    

DOI:10.1002/tea.3660220202

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

年代:1985

数据来源: WILEY

摘要:

AbstractWhen questioned regarding their sources of environmental information, many people cite television as the major contributor. Recent research has in fact identified a relationship between scores on aquatic information tests and the reported number of Cousteau documentaries seen on television. This study assesses the knowledge and attitude changes resulting from home viewing of a Cousteau Society documentary on marine mammals and compares these changes with those resulting from a science teacher's presentation of the documentary's script. A pretest‐posttest‐delayed posttest comparison group design utilized an instrument based on specific program content. Results indicate that comparable presentations in either medium can result in increased and retainable knowledge. Attitude changes were apparent in the television treated group but not among those receiving classroom treatm

ISSN:0022-4308    

DOI:10.1002/tea.3660220203

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

年代:1985

数据来源: WILEY

摘要:

AbstractMany high school students experience serious learning difficulties in physics. This issue was examined and dealt with, within the context of an introductory physics course in Israeli high schools. Following a detailed task analysis, the cognitive entry requirements for this course were identified, and students tested for them. Secondly, specific difficulties students encountered during the study of the course, and prevailing misconceptions held by many of them, were identified. Based on all the above information, a remedial teaching method was developed. It consisted of supplying students with immediate and frequent feedback, to reinforce their understanding, correct misunderstandings, and fill in gaps in necessary background skills, while teachers could continuously monitor the progress of each individual student. The whole process took place within thenatural classroom setting, without additional staff or time requirements. The method was implemented in a large number of schools, and its impact was assessed using an experimental versus control analysis of covariance design. Achievements in the experimental group were significantly higher. The statistical analysis used students' background as the covariate. Of the 47% of the variance, which the model accounted for, 24% were explained by the covariate (background), 16% were the effect of the treatment, and both were highly significant. An additional 7% were the teachers' effect (nested within treatments), but this effect did not reach statistical significance.

ISSN:0022-4308    

DOI:10.1002/tea.3660220204

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

年代:1985

数据来源: WILEY

摘要:

AbstractLawson's test of formal reasoning was used in the Israeli educational context in order to investigate the relationship between students' achievement in science and in mathematics, to compare the performance of boys and girls, and to compare the performance of Israeli and U.S. populations. It was found that, in general, boys outperform girls; there is only a small correlation between achievement in science and math and Lawson test; and that the Israeli population achieved significantly higher than the U.S. population on the Piagetian skills measured by the test: It was concluded that the future use of Lawson's test by the high school teacher is doubtful.

ISSN:0022-4308    

DOI:10.1002/tea.3660220205

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

年代:1985

数据来源: WILEY

摘要:

AbstractThe purpose of this study was to identify correlates of success for male and female students in their first collegiate science course. The factors that were examined included the personality variables of persistence, future orientation, and the tendency toward reckless and rash behavior, as well as cognitive attributions for success and failure. In addition, two scales from the Omnibus Personality Inventory that focused on the direction of a student's academic orientation were examined for their relationship to science achievement. Level of success x gender ANOV As showed no interactions for cognitive attributions or for the direction of academic orientation. Interactions for persistence, reckless and rash behavior, and future orientation indicated that these factors were more important to the science success of women than to that of men.

ISSN:0022-4308    

DOI:10.1002/tea.3660220206

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

年代:1985

数据来源: WILEY

摘要:

AbstractThis replication studied the effect of two specific classroom climates on learning of science process skills and content achievement in college science classes. Two classroom climates were established and designated as discovery classroom climate (DCC) and nondiscovery classroom climate (NDCC). The term discovery denotes the degree of freedom the teacher established in classroom interactions, both verbal and nonverbal. Verbal interactions were monitored with theScience Laboratory Interaction Categories.These data indicate that students in the two classroom climates achieved equally as well on learning of biological content of the course and on scores in science process skills as measured by theWelch Science Process Inventory.This study indicates students in the less directive discovery climate learned as much content as a more directive comparison class—they lost nothing of what is traditionally sought in a college science class. Differences between the original and the replication study on theScience Process Inventorywere note

ISSN:0022-4308    

DOI:10.1002/tea.3660220207

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

年代:1985

数据来源: WILEY

摘要:

AbstractThe purpose of this project was to develop a valid and reliable science process skill test for middle and high school students. Multiple‐choice items were generated for each of five objectives. Following pilot testing and revision, the test was administered to middle and high school students in the northeastern United States. The 36‐item test can be completed in a normal class period. Results yielded a mean score of 19.14 and a total test reliability of 0.86. Mean difficulty and discrimination indices were 0.53 and 0.35, respectively. Split‐test correlations coefficients between TIPS II and the original TIPS items were 0.86 and 0.90. TIPS II provides another reliable instrument for measuring process skill achievement. Additionally, it increases the available item pool for measuring these s

ISSN:0022-4308    

DOI:10.1002/tea.3660220208

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

年代:1985

数据来源: WILEY

摘要:

AbstractAn investigation was conducted to determine the relationships between Concept Structure Interrelatedness Competence (ConSIC) and 10 predictor variables of which 6 comprised a cognitive cluster and 4 made up an affective set. Data were collected from 105 middle school students and treated by way of stepwise multiple regression, linear multiple regression, and product‐moment correlation techniques. The findings revealed that previous experience with concept structure interrelatedness and verbal scholastic aptitude accounted for the greatest amount of variance in predicting ConSIC. Significant positive correlations were also found between ConSIC and science achievement‐course grades, scholastic aptitude‐verbal, scholastic aptitude‐quantitative, previous experience with concept structure interrelatedness, and self‐concept of science ability. Positive significant correlations also surfaced among all of the affective variables (attitudes toward science, interest in science, science curiosity, and self‐concept of science ability). Implications have been discussed in terms of classroom science teaching, science content analysis, curriculum design, and conten

ISSN:0022-4308    

DOI:10.1002/tea.3660220209

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

年代:1985

数据来源: WILEY

ISSN:0022-4308    

DOI:10.1002/tea.3660220201

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

年代:1985

数据来源: WILEY