ISSN:0022-4308    

DOI:10.1002/tea.3660270602

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

年代:1990

数据来源: WILEY

摘要:

AbstractThis article examines the predictive value of the cognitive variables of developmental level, mental capacity, cognitive style, short‐term storage space, and numerical inductive reasoning for student achievement in college science. Achievement was analyzed for each of the categories of pure recall, computational, complex items, and total score of a midterm exam as well as for the composite score on a final exam. The sample for this study consisted of a class of 32 nonscience majors enrolled in Physical Science I at the University of Southern Mississippi. The results showed that developmental level was the single best predictor of achievement. Short‐term storage space and mental capacity were significant predictors of achievement for computational and complex items, but, as expected from theoretical considerations, not for pure recall items. The degree of field dependence did not well predict performance on pure recall or computational items. The results also indicate that mental capacity and field dependence do not contribute significantly to the variance if developmental level is held constant. The pattern of the predictive power of numerical inductive reasoning parallels, in magnitude, that of mental capacity. The results of this study and its implications indicate that the construct of short‐term storage space has great potential to guide classroom practice and the development of instructional materials. A strategy is outlined that would guide curriculum planners and classroom teachers in the development of materials which would allow students to develop complex problem‐solving be

ISSN:0022-4308    

DOI:10.1002/tea.3660270603

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

年代:1990

数据来源: WILEY

摘要:

AbstractThe study investigated the relative effectiveness of two rule‐governed approaches to teaching children how to control variables. In the elaborative‐rules treatment students were given a mnemonic to stimulate recall of three elements of a well‐designed experiment: causes, effects, and controls. In the organized‐rules treatment students were given a well‐organized set of six rules that provided detailed direction with respect to the same three elements of an experiment. Intact classes of grade‐5 students (n= 283 students) were randomly assigned to two treatments and a control condition consisting of existing teacher practice; after four weeks control‐group classes were reassigned to the rules treatments. Student achievement was observed prior to the implementation of conditions, after instruction, and three months later. Both rules treatment outperformed traditional instruction. The organized‐rules method was slightly more effective overall, but the elaborative‐rules approach had a slightly greater benefit for two groups which tend to be disadvantaged in science achievement: females and field

ISSN:0022-4308    

DOI:10.1002/tea.3660270604

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

年代:1990

数据来源: WILEY

摘要:

AbstractThe primary purpose of this study was to test the hypothesis that an important intellectual acquisition during adolescence is the ability togeneratearguments that involve reasoning to contradiction. Students in grades 3, 5, 7, 9, 11, and college were individually administered a four‐card selection task that required them to, among other things, reason to a contradiction to falsify a hypothesis. Virtually none of the students spontaneously utilized this reasoning pattern on the initial task. Minimal verbal instruction in use of the reasoning pattern was then given followed by a logically analogous selection task. Performance on this task improved significantly with age from 12% success among third graders to 52% success among college students, providing some support for the hypothesis. Performance on an evaluation task showed similar rates of success; however, most students were able to correctly evaluate falsifying evidence when presented. This result suggested that, contrary to Piagetian theory, students from grade 3 upward comprehend the logic of falsification. It is argued that reasoning to a contradiction is a reasoning pattern of central importance in testing alternative scientific hypotheses and its use in students grades 3 through college could be enhanced through proper instruction and, if done, should increase students' ability to generate and evaluate competing hypothese

ISSN:0022-4308    

DOI:10.1002/tea.3660270605

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

年代:1990

数据来源: WILEY

摘要:

AbstractA form of policy analysis, cost‐effectiveness analysis, is described and applied to the question of the probable impact of a large number of actions advocated in professional and political circles for improving science education. After identifying the objectives sought, the costs and probable effectiveness of 69 widely advocated interventions were estimated. Because of the highly systemic nature of the situation, analysis of the 69 individual actions was only an intermediate step. Models of the interconnections among these actions were developed based on the research on effective schools and educational change. Clusters of interventions were identified which could be extended to recommendations for policy makers at various levels, e.g., local, state, and federa

ISSN:0022-4308    

DOI:10.1002/tea.3660270606

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

年代:1990

数据来源: WILEY

摘要:

AbstractChanges in society and in science and technology have forced a rethinking of what is “basic” in science education. A perceived disjuncture between school science and the realities of a scientifically and technologically oriented society has resulted in proposals for new directions in science teaching. It appears that science education is about to undergo another paradigm shift. One particularly visible movement, the “Science‐Technology‐Society” (STS) movement, exemplifies how such directional shifts tend to occur within the field of science education. This article critically examines the program and professional development process that has characterized past and current science curriculum reform effort in an attempt to illustrate fundamental educational reform problems. The need for new directions in science education is uncontested here. The issue is the problematic nature of the reform process itself. The article contends that new methods of reform must be researched— methods that directly involve practitioners in critical reflection, participatory research, and science curriculu

ISSN:0022-4308    

DOI:10.1002/tea.3660270607

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

年代:1990

数据来源: WILEY

摘要:

AbstractNine hundred fifty‐four students in a large university nonmajors biology course were pretested to determine the extent to which they held nonscientific beliefs in creationism, orthogenesis, the soul, nonreductionism, vitalism, teleology, and nonemergentism. To test the hypothesis that hypothetico‐deductive reasoning skills facilitate movement away from nonscientific beliefs, the degree to which those nonscientific beliefs were initially held and the degree to which they were modified during instruction were compared to student reasoning level (intuitive, transitional, reflective). As predicted, the results showed that the less skilled reasoners were more likely to initially hold the nonscientific beliefs and were less likely to change those beliefs during instruction. It was also discovered that less skilled reasoners were less likely to be strongly committed to the scientific beli

ISSN:0022-4308    

DOI:10.1002/tea.3660270608

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

年代:1990

数据来源: WILEY

ISSN:0022-4308    

DOI:10.1002/tea.3660270609

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

年代:1990

数据来源: WILEY

ISSN:0022-4308    

DOI:10.1002/tea.3660270610

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

年代:1990

数据来源: WILEY

ISSN:0022-4308    

DOI:10.1002/tea.3660270611

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

年代:1990

数据来源: WILEY