摘要:

AbstractThe purpose of the study was to investigate the influence of students' background and perceptions on science attitude and achievement. The data analysed came from Booklet 4 given to 17‐year‐olds during the 1976–1977 National Assessment of Educational Progress (NAEP) survey. Causal modeling procedures were used to analyze the data. In particular, the LISREL method which underlies the LISREL IV computer program, (Jöreskog and Sörbom, 1978) was employed. The influence of five background variables (sex, race, home environment, amount of homework, and parents' education) on three dependent variables (student perception of science instruction, student attitudes, and student achievement) was examined. Sex, race, and the home environment were shown to have substantial influence on student achievement in science. Further, two different models were tested: a model in which attitudes influence achievement and its converse (achievement influences attitudes). The data supported the first model, that is, attitudes influence achi

ISSN:0022-4308    

DOI:10.1002/tea.3660230302

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

年代:1986

数据来源: WILEY

摘要:

AbstractThe actual and preferred students perception of classroom learning environment was measured using a modified Hebrew version of the Learning Environment Inventory (L.E.I.). This version was content validated and analyzed for its reliability. This measure was administered among Chemistry (N= 1080) and Biology (N= 400) students and the perception of the actual and preferred learning environment was compared using multivariate analysis methods (HotellingT2and discriminant analysis). On the whole, significant differences were found between the two samples. It is suggested that these differences can be attributed to the different curricula and different instructional methods used in chemistry and in biology classes. It is suggested that the findings obtained in this study could serve both future science teachers and curriculum writers in the development and implementation of learning activities in the context of science curricula.

ISSN:0022-4308    

DOI:10.1002/tea.3660230303

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

年代:1986

数据来源: WILEY

摘要:

AbstractSince 1978 many studies have called for changes in the practices of science teaching. These changes in instruction will occur only when the teachers decide to change their practices. This study uses surveys to consider the question of what were the trends in the teachers' recommendations for changes in elementary and junior‐high school science programs between the years of 1978 and 1982. Large samples of teachers in British Columbia, Canada, responded anonymously to questionnaires in these years: 3040 teachers in 1978 and 1631 in 1982, with return rates ranging from 77.5% to 85%. These teachers described themselves as shifting their classroom practices toward ones that emphasize passive learning and memorization. The British Columbia Science Assessments recommend more inservice programs to stop this trend. There were very few differences in the teachers' recommendations for changes in the schools. The elementary‐school teachers had major changes in their rankings of only two activities: they increased their ranking of “activity‐centered learning” and reduced their ranking of “outdoor

ISSN:0022-4308    

DOI:10.1002/tea.3660230304

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

年代:1986

数据来源: WILEY

摘要:

AbstractVisits to six school districts which were identified by the National Science Teachers Association's Search for Excellence program were made during 1983 by teams of 17 researchers. The reports were analyzed in search for common characteristics that can explain the requirements necessary for excellent science programs. The results indicate that creative ideas, administrative and community involvement, local ownership and pride, and well‐developed in‐service programs and implementation strategies are vital. Exceptional teachers with boundless energies also seem to exist where exemplary science programs are fo

ISSN:0022-4308    

DOI:10.1002/tea.3660230305

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

年代:1986

数据来源: WILEY

摘要:

AbstractHigh school biology students who were taught by the simulation game method had comparable achievement gains to the students who were taught using worksheets. The three simulation games used in this study were able to teach factual information as well as the worksheet activities. This effect was constant across ability and sex. There were no significant differences in the retention scores of high ability students utilizing gaming. Also, there was no significant difference in the scores of low ability students utilizing worksheets and low ability students using games. Students' sex was significantly related with retention in the three‐way interaction of treatment by ability by sex. Low ability females using simulation games scored higher on retention than low ability females utilizing worksheets. Low ability males utilizing worksheets scored higher on retention than low ability males using simulation game

ISSN:0022-4308    

DOI:10.1002/tea.3660230306

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

年代:1986

数据来源: WILEY

摘要:

AbstractThe primary purpose of this study was to develop an alternative model, the Prelaboratory Preparation Period (PLPP), to be used to introduce freshman level students to weekly laboratories and to evaluate student academic achievement as the result of attending the Prelaboratory Preparation Period. The sample was composed of 233 students taking introductory chemistry at Auburn University. The data were collected over a four quarter period of time. A posttest‐only control group design with five experimental and three control groups was used to investigate the effect of the Prelaboratory Preparation Period. A Multivariate Analysis of Variance (MANOVA) was used to determine if significant differences existed between academic achievement of the experimental and control groups. Results of the analysis indicated that a significant difference (α = 0.05) in academic performance existed between the two groups. It was concluded that the Prelaboratory Preparation Period increased the academic achievement of students enrolled in an introductory chemistry cour

ISSN:0022-4308    

DOI:10.1002/tea.3660230307

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

年代:1986

数据来源: WILEY

摘要:

AbstractAt ages 11–15, 25 intellectually highly able youths studied high‐school biology and 13 studied chemistry intensively for three summer weeks, after which their median score on the College Board's achievement test was 727 (biology) and 743 (chemistry). Four learned both subjects well in six weeks. Thus, the 34 participants were prepared to study the college level of the subject(s) that fall or the next. Results for 184 students taking biology, chemistry, or physics two summers later were comparable. For youths this able, the usual high‐school science course is much too slowly paced. Completing the basic course well during the summer makes it feasible to start advanced work in the subject that fall and thereby score high on the College Board's Advanced Placement Program college‐level examination the n

ISSN:0022-4308    

DOI:10.1002/tea.3660230308

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

年代:1986

数据来源: WILEY

摘要:

AbstractHow can the high school science enrollment of black students be increased? School and home counseling and classroom procedures could benefit from variables identified as predictors of science enrollment. The problem in this study was to identify a set of variables which characterize science course enrollment by black secondary students. The population consisted of a subsample of 3963 black high school seniors from The High School and Beyond 1980 Base‐Year Survey. Using multiple linear regression, backward regression, and correlation analyses, the US Census regions and grades mostly As and Bs in English were found to be significant predictors of the number of science courses scheduled by black senior

ISSN:0022-4308    

DOI:10.1002/tea.3660230309

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

年代:1986

数据来源: WILEY

ISSN:0022-4308    

DOI:10.1002/tea.3660230301

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

年代:1986

数据来源: WILEY