摘要:

AbstractFour drill and practice programs in general chemistry (Butler&Hough, 1982) were altered to keep records of response, scores, and response times as students used the programs. Mathematical learning models were applied to the resulting score and time data. When data for groups of students using the same programs were analyzed using the polynomial fit model of Kerlinger and Pedhazur (1973), significant results were found and in most cases the linear fit provided the only significant explanation for the variance in the data. The performance of individual students on selected programs was also analyzed using a linear model, a simple exponential saturation model, and a more complex model which incorporated ability and motivation factors into the exponential saturation model (Aldridge, 1983). Most of the students improved their performance linearly with time and none exhibited patterns characteristic of the Aldridge model. In some cases, the simple exponential saturation model provided an explanation of the data as probable as that of the linear model. The implications of the findings for science teaching are discussed.

ISSN:0022-4308    

DOI:10.1002/tea.3660220902

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

年代:1985

数据来源: WILEY

摘要:

AbstractThis investigation had three purposes: (1) to document any immediate and continuing benefits associated with the use of microcomputer‐administered testing; (2) to determine what type of student might benefit most from microcomputer‐administered diagnostic testing; and (3) to document the feasibility of microcomputer‐administered diagnostic testing. The subjects of the study were enrolled in a biology course based on the BSCS Blue text. A random half of the students received behaviorally‐stated performance objectives, while the remaining half received behaviorally‐stated performance objectives in conjunction with microcomputer‐administered diagnostic testing. The results of this study indicate that microcomputer‐administered diagnostic testing can positively influence the immediate, but not the continuing, achievement of students in science. In addition, neither student aptitude nor achievement motivation level were found to interact with treatment or influence achievement. Affective data indicate that students react favorably to the use of objectives, computers, and diagnostic testing. Cost summary data reveal that when the expense of administering diagnostic testing by microcomputer is prorated over a five‐year period, the cost of a diagnostic test is reduced to approximat

ISSN:0022-4308    

DOI:10.1002/tea.3660220903

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

年代:1985

数据来源: WILEY

摘要:

AbstractThe study compared selected teacher beliefs and verbal behaviors among secondary science and mathematics teachers. Teacher beliefs included teacher responsibility for student success and failure. These beliefs were measured by the Responsibility for Student Achievement (RSA) Questionnaire which has the locus of control construct as a theoretical basis. Teacher verbal behavior included (1) indirect and (2) direct behaviors and (3) praise and (4) criticism. These behaviors were measured with the Reciprocal Category System (RCS) which is consistent with the methodology of interaction analysis. Comparisons were made on the basis of the following teacher classifications: (1) science/mathematics, (2) junior high/senior high, and (3) teachers of advanced classes/basic classes. Teacher beliefs were not significantly different except for the advanced/basic comparisons. These comparisons produced significant differences in both teacher beliefs and behaviors. Teachers of basic students assumed more responsibility for student success, less responsibility for failure, and were more direct in verbal behavior. In gender comparisons, female teachers were significantly higher in incidences of indirect behavior and combined indirect‐direct behavior. These findings suggest that further study of “self‐fulfilling prophecy” in terms of these variables may be fruitful. Also, verbal behavior may sometimes be inadequately represented by the common practice of using

ISSN:0022-4308    

DOI:10.1002/tea.3660220904

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

年代:1985

数据来源: WILEY

摘要:

AbstractObservation plays a fundamental role in scientific investigation. Scientific observation sometimes involves relatively simple activities requiring little preparation and unsophisticated interpretation. At other times, however, scientific observation is an extremely complex activity, indeed among the most challenging enterprises in which human beings engage. The science education field typically portrays only that segment of scientific observation at the simple end of this spectrum. In doing this, there is a risk that students will acquire a distorted image of scientific observation, and develop observational skills which are not at all adequate for the role which observation plays in science. An alternative account of observation in science is presented and its implications for science teaching are discussed.

ISSN:0022-4308    

DOI:10.1002/tea.3660220905

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

年代:1985

数据来源: WILEY

摘要:

AbstractThe effects of controversy and concurrence seeking and participation is age‐homogeneous and age‐heterogeneous cooperative learning groups were compared on achievement, achievement motivation, perspective‐taking accuracy, and interpersonal attraction. In addition, the interaction among students within the cooperative learning groups was observed. One‐hundred‐twelve 4th‐, 5th‐, and 6th‐grade students were assigned to conditions on a stratified random basis controlling for age, sex, reading ability, and homerooms. In all conditions, students studied two controversial issues with materials representing both pro and con views. In the controversy condition each small group was divided into two halves representing the pro and con sides. In the concurrence‐seeking condition each small group studied pro and con materials on alternating days and were told to learn the material without arguing or disagreeing with one another. In the multi‐age conditions 4th‐, 5th, and 6th‐graders were placed in the same learning groups, while in the single‐age conditions students were placed in small groups with peers of the same age. The results indicate that controversy promoted higher achievement, greater achievement motivation, and more accurate perspective taking than did concurrence seeking. Multi‐age learning groups had greater achievement motivation tha

ISSN:0022-4308    

DOI:10.1002/tea.3660220906

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.3660220901

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

年代:1985

数据来源: WILEY