摘要:

AbstractThe purpose of this study was to investigate the effects of interactive computer‐generated homework on student achievement. Of two sections of Physical Science I, one received homework via the computer; the other received printed, equivalent homework assignments. The results of this study indicate that the use of drill‐and‐practice computer homework minimizes differences among students with a corresponding decrease in the correlation between posttest scores and entry‐level combined ACT science and mathematics scores. The results also support the basic assumption of mastery learning that appropriate instruction will decrease the relationship between aptitude and achi

ISSN:0022-4308    

DOI:10.1002/tea.3660260702

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

年代:1989

数据来源: WILEY

摘要:

AbstractThis study was undertaken to determine whether a biology preparatory course given at an urban community college was helping students to develop the proper skills and background necessary for them to successfully complete follow‐up courses in biology. A group of students who enrolled in a biology preparatory course, and subsequently, a follow‐up anatomy and physiology or general biology course (experimental group) was compared to a group of students who should have registered for the preparatory course, but who enrolled directly into the anatomy and physiology or general biology course (control group). It was shown that there was no significant difference in their anatomy and physiology or general biology grades. Furthermore, only 16% of the initial group of preparatory students enrolled in and passed a follow‐up biology course. Examination of the preparatory group using discriminant analysis ascertained that mathematics score was the principle discriminator between pass/fail groups. A stepwise multiple regression analysis of the variables explaining the preparatory grade showed that mathematics score, reading score, and type of high school degree explained 33% of the variance. Of the students who did pass the preparatory course and enrolled in a follow‐up biology class, their preparatory grade was a good predictor of their achievement (measured by follow‐up course grade), as determined by multiple r

ISSN:0022-4308    

DOI:10.1002/tea.3660260703

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

年代:1989

数据来源: WILEY

摘要:

AbstractA National Science Foundation grant to the Biological Sciences Curriculum Study (BSCS) at The Colorado College supported the design and production of training materials to encourage literacy of science teachers in the use of microcomputers. ENLIST Micros is based on results of a national needs assessment that identified 22 compentencies needed by K–12 science teachers to use microcomputers for instruction. A writing team developed the 16‐hour training program in the summer of 1985, and field‐test coordinators tested it with 18 preservice or in‐service groups during the 1985–86 academic year at 15 sites within the United States. The training materials consist of video programs, interactive computer disks for the Apple II series microcomputer, a training manual for participants, and a guide for the group leader. The experimental materials address major areas of educational computing: awareness, applications, implementation, evaluation, and resources. Each chapter contains activities developed for this program, such as viewing video segments of science teachers who are using computers effectively and running commercial science and training courseware. Role playing and small‐group interaction help the teachers overcome their reluctance to use computers and plan for effective implementation of microcomputers in the school. This study examines the implementation of educational computing among 47 science teachers who completed the ENLIST Micros training at a southern university. We present results of formative evaluation for that site. Results indicate that both elementary and secondary teachers benefit from the training program and demonstrate gains in attitudes toward computer use. Participating teachers said that the program met its stated objectives and helped them obtain needed skills. Only 33 percent of these teachers, however, reported using computers one year after the training. In June 1986, the BSCS initiated a follow up to the ENLIST Micros curriculum to develop, evaluate, and disseminate a complete model of teacher enhancement for educational computing in the sciences. In that project, we use the ENLIST Micros curriculum as the first step in a training process. The project includes seminars that introduce additional skills: It contains provisions for sharing among participants, monitors use of computers in participants' classrooms, provides structured coaching of participants' use of computers in their classrooms, and offers planned observations of peers using computers in their scien

ISSN:0022-4308    

DOI:10.1002/tea.3660260704

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

年代:1989

数据来源: WILEY

摘要:

AbstractHigh school students with high ability were enrolled in a standard college physics course for each of two summers with the same professor, same course outline, same textbook, same laboratories, and the same examinations. Half of each group had completed a high school physics course; half had not. Dormitory counselors were available for assistance and support. In addition, tutors were available in the laboratories to provide any help necessary with interpretation of lectures and performances in the laboratory, and with mathematical computation. Pre‐ and posttest measures concerning course content and attitude were given. After the eight‐week summer instruction, the students who had not completed high school physics performed as well on the final course examination; there were no differences with respect to course grade or attitude toward physics. The group that had not completed high school physics used the tutors provided far more frequently than did students who had completed the high school course. When high‐ability students are enrolled in college physics with tutors made available for needed assistance, there appears to be no advantage for students to complete the standard high school physics c

ISSN:0022-4308    

DOI:10.1002/tea.3660260705

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.3660260706

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

年代:1989

数据来源: WILEY

摘要:

AbstractFifty‐five ninth‐grade science students participated in this study which compared the effects of two pretreatments, an advance organizer and a prerequisite knowledge passage, on learning and retention measured at low (knowledge and comprehension) and high (application and analysis) levels of the cognitive domain. The effectiveness of the pretreatments was measured by a framework test and a prerequisite knowledge test prior to the beginning of instruction. An analysis of covariance, with IQ as the covariate, was performed on the framework test and the prerequisite knowledge test. It was found that the advance organizer group performed significantly better than the prerequisite knowledge group (p<0.001) on the first framework test, and the prerequisite knowledge group performed significantly better (p0.05) for either the posttest or retention test. The results of this study do not provide evidence that an advance organizer facilitates learning and retention more than a preinstructional treatment that concentrates on developing prerequisite kn

ISSN:0022-4308    

DOI:10.1002/tea.3660260707

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.3660260708

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.3660260709

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.3660260710

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.3660260711

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

年代:1989

数据来源: WILEY