摘要:

AbstractThis study investigated the reasons behind the lack of enthusiasm among teachers in implementing a new biology curriculum in Israel. Classroom observations of 42 junior high school teachers in 28 schools revealed that the curriculum developers succeeded in transmitting most of their curriculum objectives. The data indicated three possible reasons, however, for teachers' disappointment: (a) The high expectations set at the ideal level regarding the inquiry approach; (b) The greater role given to verbalization in a biology curriculum, and (c) Dull implementation (routine and nonenthusiastic), which occurs when teachers are too faithful to the teaching text. Four variables—objectives, materials, strategy, and activities—were chosen in order to analyze the learning materials. The variables, and their sub‐variables, were scored in terms of the ideal, formal, and operational levels of the curriculum. To score the qualitative implementation data, two new instruments were developed. The first, an analytical instrument, analyzed instructional materials in terms of the frequency and intensity of their use. The second instrument, an observational one, was used to estimate classroom implementation fid

ISSN:0022-4308    

DOI:10.1002/tea.3660230602

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

年代:1986

数据来源: WILEY

摘要:

AbstractThe relationship between prospective elementary teachers' attitudes, subjective norms, and intentions to teach science using hands‐on activities at least twice a week during their first year of employment was investigated. The findings suggest that measuring prospective teachers' attitudes toward science cannot adequately predict nor provide a satisfactory explanation of their science teaching behaviors. The findings also provide clear support for two hypotheses derived from Fishbein and Ajzen's theory of reasoned action regarding the predictability of prospective teachers' intentions to teach science from their attitudes and subjective norm

ISSN:0022-4308    

DOI:10.1002/tea.3660230603

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

年代:1986

数据来源: WILEY

摘要:

AbstractGrossberg's neural modeling principles of learning, perception, cognition, and motor control are presented as the basis for construction of a neurological model of sensory‐motor problem solving. The pattern of problem solving is assumed to be universal, thus is sought in the higher‐order shift from the child's use of an additive strategy to the adolescent's use of a proportions strategy to solve the Pouring Water Task (Suarez and Rhonheimer, 1974). Possible neurological principles involved in this shift and in the process of psychological equilibration are discussed as are possible educational implicati

ISSN:0022-4308    

DOI:10.1002/tea.3660230604

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

年代:1986

数据来源: WILEY

摘要:

AbstractThis study examines the effect of teacher reasoning level (i.e., concrete versus formal) and teaching style preference (i.e., inquiry vs. expository) on improvement in student reasoning ability. A random sample of fourth and seventh grade teachers and their students were selected to participate over one school year. Students completed a reasoning test in the early fall and late spring. Teachers completed two instruments in the Spring, a reasoning test and a teaching style preference questionnaire. Students of concrete operational teachers showed greater gains in reasoning ability than students of formal operational teachers while students of inquiry teachers showed slightly greater gains than students of expository teachers. Possible explanations are discussed as are suggestions for future research.

ISSN:0022-4308    

DOI:10.1002/tea.3660230605

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

年代:1986

数据来源: WILEY

摘要:

AbstractThis study was designed to investigate the effects of problem format and the number of independent variables in the problem on the responses of students to a control of variables reasoning task. The Bending Rods problem was used. A four times two factorial research design with four levels (2‐, 3‐, 4‐, 5‐variables) of the number of independent variables and two formats (essay and multiple choice) was set up for the investigation. 548 eighth graders in 24 science classes in a suburban public school district northwest of Chicago participated in the study. Students were administered the Bending Rods problem in groups in their science classes. Each classroom was randomly assigned to a cell in the research design. Initial analysis of the data indicated four separate levels (2‐, 3‐, 4‐, 5‐variables) of the independent variable number of independent variables in the problem' were unnecessary. The 2‐ and 3‐variable levels were pooled as were the 4‐ and 5‐variable levels to give two distinct levels of this variable. Analysis of variance indicated that: (1) task format had no effect on subject's scores; but (2) the differences between subjects' mean scores on the 2‐, 3‐variable essay versions and the 4‐, 5‐variable essay versions are significantly greater than the mean scores of corresponding multiple choice versions of the task, which exhibit rather uniform scores; and (3) the 2‐, 3‐variable forms together were significantly less difficult for students than were the 4‐, 5‐variable forms together. Discussion focuses on interpretations that include: (1) task demands on working memory; (2) Pascual‐Leone's M‐energy; and (3) the use of testwiseness strategies in solving essay and multiple choice tasks, respectively. Implications for science teachers are set forth in view of these discussion points and their relevance to test construction and classroom a

ISSN:0022-4308    

DOI:10.1002/tea.3660230606

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

年代:1986

数据来源: WILEY

摘要:

AbstractThe purpose of this study was to elucidate the repertoires of competencies within which a novice's growth was perceived as important to effective science teaching. To obtain perceptual response data, theScience Teacher Competency Sorting Instrumentwas developed, pilot‐tested, and administered to random national subsamples of science teachers, supervisors, and teacher educators. Data obtained was tabulated and subjected to common factor analysis. Eleven factors were extracted, rotated, and given designations which described the nature of the interrelationships existing among their subsumed variables. The establishment of contrast vectors provided a means to investigate the degrees of consensus and disagreement existing among the subsamples concerning their attributions of importance to growth in the derived factors. The repertoires established were found to generally reflect the categories specified a priori in previous studies while being more descriptive and precise. While growth in most factors was viewed with equal importance, science teachers and teacher educators differed in the emphasis given to two factors pertaining to instruction. Teachers stressed growth in class‐centered presentational skills to a greater extent than their colleagues in higher education who emphasized growth in skills promoting scientific literacy. The paper concludes by discussing some implications of the findings for secondary science teacher educat

ISSN:0022-4308    

DOI:10.1002/tea.3660230607

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

年代:1986

数据来源: WILEY

摘要:

AbstractLearning from text aided by information‐processing techniques of embedded questions and increasingly complex prescriptive feedback was examined relative to achievement, time‐on‐task, and efficiency. Undergraduates (n= 150) were randomly assigned to one of five treatments which varied along a feedback complexity range. After pretesting,Ss completed a selfpaced text unit of soil ecology, followed by a posttest and delayed retention test. Significant differences in instructional time and learning efficiency were observed which were not linearly related to feedback complexity. Between group and achievement differences were marginally significant. Knowledge of human information processing and/or how to apply it to learning from text requires further refin

ISSN:0022-4308    

DOI:10.1002/tea.3660230608

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.3660230601

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

年代:1986

数据来源: WILEY