摘要:

AbstractTwo different study sites (University of Maryland at College Park and State University College at Buffalo) were examined to see if the completion of an environmental studies course affected the defensibility of environmental attitudes. The general trend was toward a more defensible attitude (one with more informational supports). These observations support a hypothetical connection between the cognitive and affective domain and suggest that after being exposed to environment content, student attitudes should be examined for stronger attitudinal supports rather than large changes in attitudes.

ISSN:0022-4308    

DOI:10.1002/tea.3660210702

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

年代:1984

数据来源: WILEY

摘要:

AbstractThis case study is part of a larger study of teachers' use of curriculum materials in planning and teaching fifth‐grade science. This case study focuses on one of the nine teachers observed teaching an activity‐based unit on plant growth and photosynthesis. Although the teacher became aware that her students held certain misconceptions about plant growth, she was unsuccessful in helping them replace their misconceptions with the scientific conceptions she wanted them to learn. The analysis revealed several factors that contributed to this disappointing result. The teacher and the curriculum developers held different views about learning and the nature of science, and several problems surfaced about the content and organization of the teacher's gu

ISSN:0022-4308    

DOI:10.1002/tea.3660210703

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

年代:1984

数据来源: WILEY

摘要:

AbstractThe purpose of this study was to discover if grouping students in the laboratory on the basis of their formal reasoning ability affected (1) their science content achievement, (2) their formal reasoning ability, (3) the learning environment in the laboratory, and (4) the relationships between individuals in a particular group. The laboratory groups for three physical science classes for preservice elementary teachers were arranged as follows: (1) one class with students of unequal reasoning ability grouped together, i.e., one highly developed formal reasoner per group (the heterogeneous group), (2) one class with students of similar reasoning ability grouped together (the homogeneous group), and (3) one class arranged in groups according to the desires of the class members (the student choice group). The three classes were compared using pre‐and post‐scores on content and formal reasoning instruments and scores for classroom environment and social relationships. Results indicated that the groupings as described had significantly different effects on science content achievement but not on any of the other questions posed above. The students in the class with laboratory teams grouped by student choice had significantly lower science content scores than the students in the classes with teams formed using either the heterogeneous or homogeneous grouping procedures. The difference between the heterogeneously and homogeneously grouped classes was not significant at the 0.05 le

ISSN:0022-4308    

DOI:10.1002/tea.3660210704

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

年代:1984

数据来源: WILEY

摘要:

AbstractA nine‐step process was used as a multilevel screening mechanism in developing a Likert‐type scale that measures that attitudes of teachers toward energy conservation. Following the assemblage of a 71 statement item pool, the statements were analyzed via qualitative criteria (i.e., presence of authoritative appeals, use of double negatives, statements irrelevant to the attitude object, etc.). The 60 statements meeting the qualitative criteria were then pilotted using a sample of 93 preservice elementary teachers. One of the 60 statements was modified as a result of respondent feedback. Data collected from respondents were anlayzed using the Likert Attitude Scale Analysis Main Program (LIKRT) and the emotional intensity of each statement was judged by the criteria: discrimination index, bipolar data, and neutral data. Nineteen statements that were part of the initial item pool met all the criteria set forth by the nine‐step process; as a result, these statements composed the Attitude Toward Energy Conservation Scale. Coefficient alpha for the scale was reported at 0.81 by LIKRT with an average adjusted item‐total correlation of 0.48. Initial validity data collected suggests the scale to be a valid measure of preservice teachers' attitudes toward energy conse

ISSN:0022-4308    

DOI:10.1002/tea.3660210705

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

年代:1984

数据来源: WILEY

摘要:

AbstractA two part study investigated any relationship between student achievement and textbook content as well as any impact of a national project's recommendations on textbook content. First, analyses of student responses to biological items on the 1977 National Assessment of Educational Progress's survey of science showed a direct, linear relationship between achievement level and concept emphasis in biology textbooks. Second, a comparison between biology textbooks, published a decade apart, indicated significant changes in the degree of emphasis placed on 10 commonly accepted conceptual areas. Closer examination revealed that change in the amount of emphasis in one conceptual area, Growth and Development, was responsible for the significant difference found. Generally, the recommendations of the biology project were not reflected in the newer textbooks.

ISSN:0022-4308    

DOI:10.1002/tea.3660210706

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

年代:1984

数据来源: WILEY

摘要:

AbstractTo test the hypothesis that cultural diversity contributes to the development of formal reasoning, samples of adolescents from three predominately white middle‐class communities located in areas that varied in the extent to which they offered cultural diversity (i.e., rural, suburan homogeneous, suburban heterogeneous) were administered a test of formal reasoning and a test of analytical intelligence. Results showed significant differences in formal reasoning in favor of the suburban heterogeneous sample on complex reasoning items. The suburban groups showed equal performance (but superior to the rural Ss) on the test of analytical intelligence. On the less complex reasoning items and on one item embedded in a rural farming context, the rural Ss showed relatively better performance. Implications for using science instruction to promote formal reasoning are discusse

ISSN:0022-4308    

DOI:10.1002/tea.3660210707

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

年代:1984

数据来源: WILEY

摘要:

AbstractThis study explored Morine and Morine's (Discovery: A challenge to teachers.Englewood Cliffs, NJ: Prentice‐Hall, 1973) assumptions regarding age and cognitive development of learners successfully utilizing two types of inquiry, specifically structured inductive and semi‐deductive. Two groups of elementary school students from grades one, three and five were individually assessed on six conservation tasks and a multiplicative classification task. The two groups were instructed on two different science topics utilizing different inquiry strategies. Achievement data from topic specific tests were analyzed by an ANOVA technique. The results indicated that age made a significant difference on achievement for both inquiry strategies. The significant contributions were due to the differences between grade one and grades three and five. The differences between grade three and grade five were not significant. The effect of cognitive development was more noticeable in the less structured semi‐deductive strategy in which four conservation tasks and the multiplicative classification tasks were signif

ISSN:0022-4308    

DOI:10.1002/tea.3660210708

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

年代:1984

数据来源: WILEY

摘要:

AbstractThis study assessed the effectiveness of conducting an elementary science methods course based on the Concerns Based Adoption Model (CBAM) upon the concerns and attitudes of pre‐service elementary teachers (PSTs). PSTs were randomly assigned to one of three treatment groups. The three groups included a traditional science methods course, a course based on the theoretical development of concerns, and a course based on the actual measured concerns about teaching an elementary science methods course. Hypotheses were tested to determine if the traditional or either concerns based science methods course was more effective in improving attitudes or advancing PST concerns about teaching science. Two instruments—; The Stages of Concern Questionnaire and the Science Teacher Attitude Scales—; were used to gather pretest, posttest, and delayed posttest data. Analysis of study results indicated that PST attitude toward science and science teaching improved and concerns about teaching science shifted from lower to higher stages of concern in all three treatment groups as predicted by Concerns Theory. However, none of the methods courses proved superior in affecting concerns or attitudes of pre‐service teachers. The study concludes that either one semester is too short a time to affect the desired shifts in attitudes and concerns, or that the diagnostic instruments currently available to measure concerns and attitudes are not sensitive or specific enough to measure subtle changes of interest in a research study. The author suggests that research instruments be developed specifically for preservice teachers for this

ISSN:0022-4308    

DOI:10.1002/tea.3660210709

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

年代:1984

数据来源: WILEY

ISSN:0022-4308    

DOI:10.1002/tea.3660210701

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

年代:1984

数据来源: WILEY