摘要:

AbstractDiagnosis of the problem‐solving state of a novice student in science, by an accomplished teacher, is studied in order to build a computer system that will simulate the process. Although such “expert” systems have been successfully developed in medicine (MYCIN, INTERNIST/CADUCEUS), very little has been accomplished in science education, even though there is a reasonably close parallel between expert medical diagnosis of patients with physiological problems and expert instructional diagnosis of students with learning problems. The system described in this paper, DIPS:Diagnosis forInstruction inProblemSolving, involves a new line of research for science educators interested in interdisciplinary efforts and ways in which computer technology might be used to better understand how to improve science learning. The basic architecture of the DIPS system is outlined and explained in terms of instruction and research implications, and the role of such “intelligent” computer systems in science education of the future is c

ISSN:0022-4308    

DOI:10.1002/tea.3660230402

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

年代:1986

数据来源: WILEY

摘要:

AbstractThe purpose of this research was to search for a learning hierarchy among skills comprising formal operations and the integrated science processes. Ordering theoretic and probabilistic latent structure methods were used to analyze data on five process skills and six logical thinking skills collected from 700 science students. Both linear and branching hierarchical relationships were identified within and across the two sets of skills. Most of them fit the logical hierarchies which have guided curriculum development and classroom practices in the past. But a few run counter to our present logic and understanding of these skills.

ISSN:0022-4308    

DOI:10.1002/tea.3660230403

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

年代:1986

数据来源: WILEY

摘要:

AbstractThis article outlines a narrative method for the study of classrooms. The main feature of the method is the reconstruction of classroom meaning in terms of narrative unities in the lives of classroom participants. The theoretical character of the work is introduced through comparison and contrast with Schön'sThe Reflective Practitioner: How Professionals Think in Action(1983). The empirical basis of the work is drawn from an in‐depth, long term, case study with selected science teachers in schools. Paradigmatic material drawn from studies with two teachers is used to illustrate the narrative method in this article and to develop the notions of personal philosophy and narrative unities as part of participants' personal practical knowledge. The article concludes with possibilities of the narrative method for the study of teaching and outlines how the notion of participants' narrative unities contributes to our understanding of science classrooms and of school improveme

ISSN:0022-4308    

DOI:10.1002/tea.3660230404

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

年代:1986

数据来源: WILEY

摘要:

AbstractThe purpose of the study was to determine whether the field experience component of an undergraduate science methods course influenced teachers' concerns and attitudes toward science and science teaching. Age, grade‐point average, openmindedness, and school assignment were examined as factors which might explain some of the variance in the dependent measures. A one‐group pretest‐posttest design was used. Students were administered the Teacher Concerns Questionnaire, the Science Teaching Attitude Scales, and the Rokeach Dogmatism Scale approximately eight weeks after the pretest. Results indicated that field experiences did not significantly change student concerns about teaching science but significantly improved student attitudes toward science and science teaching. Students differing in age, grade‐point average, and openmindedness did not difer significantly in changes in concerns and changes in attitude toward science and science teaching. Students assigned to different schools differed significantly in changes in attitude toward

ISSN:0022-4308    

DOI:10.1002/tea.3660230405

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

年代:1986

数据来源: WILEY

摘要:

AbstractPerformance on five logical, spatial and formal tasks was used to make inferences about the reasoning structures of the subjects. The tasks used were: seriation matrix, tilt of a cone, location of a point in two and three dimensions, flexible rods and projection of shadows. Three research questions were asked: first, what is the general level of performance; second, are there grade level differences; and third, are there gender differences in task performance. The subjects were 101 middle and high school students chosen at random from the school population. Each task was given in an individual interview. Findings include grade level differences in performance and gender differences in performance on one of the tasks. Implications for classroom teachers were proposed.

ISSN:0022-4308    

DOI:10.1002/tea.3660230406

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

年代:1986

数据来源: WILEY

摘要:

AbstractThe purpose of this experimental study was to investigate the effects of varied teacher wait‐time durations and cognitive questioning levels on student achievement. Thirty preservice teachers taught a science lesson in which the length of wait‐time and percentage of high and low cognitive questions were prescribed. The lessions were audio‐taped to insure fidelity to the scripted lessons. At the end of the lesson a criterion referenced test was administered. The results of this test were used as the dependent variable. Analysis of achievement results indicated significant differences attributable to teacher wait‐time and cognitive questionin

ISSN:0022-4308    

DOI:10.1002/tea.3660230407

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

年代:1986

数据来源: WILEY

摘要:

AbstractIt was hypothesized in this study that men and women develop a belief about their ability in science during their school years that is based in part on their participation in certain science courses and on their level of performance in those courses. This belief about their ability in turn affects the science decisions that these students make when they enter college. Students who believe they have ability in science are more likely to choose a science curriculum in college than those who do not. The results indicated that even though their performance in high school science was better than that of the men, women in this study rated their ability in science lower, and that this had a negative effect on later participation in college science.

ISSN:0022-4308    

DOI:10.1002/tea.3660230408

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

年代:1986

数据来源: WILEY

摘要:

AbstractThis paper reports on the analysis of science curricula carried out across Canada within the framework of the Second International Science Study (SISS). The organization of Canadian education in twelve autonomous educational jurisdictions is briefly described and problems are noted in relation to the analysis of curricula on a national scale. The international design for curriculum analysis is discussed and an alternative design, more suited to the diversity of science education in Canada, is introduced. The analysis of curriculum documents is described and three patterns which emerge from this analysis are identified. These derive from the concepts of commonality, specificity and prescriptiveness. Commonality relates to topics listed in curriculum guideline documents by a number of jurisdictions. Specificity refers to the richness of curriculum documents. Prescriptiveness is a measure of the extent to which jurisdictions do or do not make provision for local options in curriculum design. The Canadian analysis, using the concepts of the common curriculum, specificity and prescriptiveness, is described and research procedures are exemplified. Outcomes of curriculum analysis are presented in graphical form.

ISSN:0022-4308    

DOI:10.1002/tea.3660230409

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

年代:1986

数据来源: WILEY

摘要:

AbstractSex‐related differences on Piagetian horizontality (water level) and verticality (plumb line) tasks were examined in 64 college students. It was hypothesized that females' difficulties on these Euclidean spatial problems are due not to differences in underlying spatial competence, but rather to differences in knowledge of task specific information about the physical properties of water levels and plumb lines. This was tested by presenting subjects with the standard water level and plumb line problems and also modified problems not requiring knowledge of physical principles (i.e., drawing “straight up and down” or “straight across” lines inside tipped rectangles). While males were expected to outperform females on the standard tasks, no sex differences were expected on the modified tasks. Results of an ANOVA on scores for horizontality and verticality each showed main effects for sex and task version but failed to reveal the hypothesized interaction. However, performance on the Euclidean spatial tasks was also considered in terms of overall success versus failure. While males were more successful than females in the standard format, males and females were equally successful in the modified, nonphysical, format. Hence, college aged males and females generally do not differ in spatial competence although they may be differentially influenced by task content. Findings are discussed in terms of their implications for theory and practice. It is emphasized that science educators must be especially aware of such task influences for females so that performance deficits are not mistaken for competence

ISSN:0022-4308    

DOI:10.1002/tea.3660230410

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.3660230401

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

年代:1986

数据来源: WILEY