摘要:

AbstractPhysical science curriculum materials designed to improve the attitudes of below‐average students were developed from guidelines which reflected the strengths and weaknesses of these students. The materials were administered to ninth and tenth grade students in three average‐low ability physical science classes. Students in these classes had I.Q. scores of less than 100, reading achievement below grade placement, and eighth grade science averages of C or below. A control group of three physical science classes was employed. A form of the Semantic Differential was administered as a pretest and posttest. The student who received the materials demonstrated significant improvement in attitudes toward science class and science laborat

ISSN:0022-4308    

DOI:10.1002/tea.3660090402

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

年代:1972

数据来源: WILEY

ISSN:0022-4308    

DOI:10.1002/tea.3660090403

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

年代:1972

数据来源: WILEY

摘要:

AbstractLow enrollments in the physical sciences have been a professional concern for some time, primarily because of their adverse effect on the general education of high school students, but also because of their effect on the teaching of the physical sciences and their possible impact on vocational choice, notably that of potential teachers. A model that relates ease of grading in the sciences to science enrollments is presented. Its central assumption is that an appropriate measure of ease of grading in a science course is the discrepancy between students' grade values in the science course and their grade values in other academic subjects, averaged across students in the course. Consideration of possible tests of the model leads to the conclusion that the most sensible initial test will be provided by a correlational study of the effects of ease of grading, following the secondary career of students in a single graduating class from a number of high schools by using data in existing school records.

ISSN:0022-4308    

DOI:10.1002/tea.3660090404

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

年代:1972

数据来源: WILEY

摘要:

AbstractA proposed model of the effects of ease of grading in science on enrollments is tested with data gathered in 27 high schools. Grades were transcribed for students in the 1968 graduating class; they were coded A = 7, B+ = 6, B = 5, …, F = 0.East of grading was calculated for each science teacher and course in each school. In addition the proportion of non‐senior students who moved from one science to the next in the typical sequence was determined.Analyses of variance indicated that teachers were the major distinguishable source of variance in ease of grading. Analysis of teachers' ease of grading indicated that female students were graded more severely than male students, and grading in the physical sciences was more severe than grading in biology.Analyses of the effects of ease of grading on students' transitions from course to course indicated thatexperiencedease or severity of grading was more important for female students than for male students, whileanticipatedease or severity of grading was important for all transitions, except that of male students into physics.These results are taken as evidence supporting the first three propositions of the model, though it appears that some modification to account for sex differences will be appropriate. Estimates from the data suggest that an increase in science enrollments of practical significance would follow an effort to bring science grades to “par” with other academic grades. Finally it is noted that efforts to achieve effective general education in the sciences through attention to grading practices alone will probably be ina

ISSN:0022-4308    

DOI:10.1002/tea.3660090405

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

年代:1972

数据来源: WILEY

ISSN:0022-4308    

DOI:10.1002/tea.3660090406

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

年代:1972

数据来源: WILEY

摘要:

AbstractThis investigation was based on the assumption that a study of prevailing explanatory styles in science classrooms is a necessary, and hitherto much neglected, starting point in any attempt to improve teacher education programs in science.Fourteen high school physics teachers were requested to handle the explanation of some physics problems to their students in microteaching situations. A study of 70 such explanations revealed that universal laws, constructs, analogies, and historical accounts were frequently used as explanatory criteria. By far the most prevalent criterion was the use of constructs.A verbal explanation analysis instrument was developed to study the transcripts in terms of verbal styles and interpretation of physics as enquiry. Frequency counts of verbal communication units revealed a high predominance of teachers' lecturing behavior. Chi‐square tests also revealed interactions among some explanatory approaches and physics content, while intercorrelation coefficients showed associations among various verbal factors.It was recommended that specific training in a number of technical skills should form part of physics teachers' education program

ISSN:0022-4308    

DOI:10.1002/tea.3660090407

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

年代:1972

数据来源: WILEY

摘要:

AbstractThis paper describes the rationale, construction, administration, and analysis of an externally set matriculation examination for BSCS students at the end of the 12th grade. The examination consisted of three equal parts: (1) functional information; (2) identification and application of principles; and (3) contributory mode understanding of the principles of biological enquiry.The predetermined difficulty level proved to be only slightly overambitious, so that individual means had to be only slightly adjusted in order to meet the national norms.Diagnosed deficiencies were concentrated mainly in the spheres of statistical treatment of experimental data, suggestions for technical arrangements of the experimental set‐up, and replications of the experiment.Hope was expressed, that the continued use of an examination of this type, would help to eliminate the discrepancy between objectives emphasized by school teachers and those stressed by the BSCS examination (illustrated by the very low correlation between teachers' grades and results on this examination

ISSN:0022-4308    

DOI:10.1002/tea.3660090408

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

年代:1972

数据来源: WILEY

摘要:

AbstractThe purpose of this investigation was to determine (1) the effects of performance objectives on the achievement level of low achieving black inner city pupils and (2) the effects of giving the students performance objectives prior to beginning instruction The population used in this study was selected from four predominantly black inner city schools. The results of the study show that training teachers to use performance objectives had a significant effect on student cognitive achievement. Although providing students copies of the objectives prior to study did not significantly affect their cognitive achievement, performance objectives, as an instructional technique, seem as effective as traditional methods of instruction currently used with low achievers.

ISSN:0022-4308    

DOI:10.1002/tea.3660090409

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

年代:1972

数据来源: WILEY

摘要:

AbstractA calculation of the probability of rejecting H0when it should be rejected (power) was completed on each of the 66 applicable articles in Volumes 6 and 7 (1969, 1970) of theJournal of Research in Science Teaching.These power calculations utilized the effect size definitions and tables developed by Cohen (1969). The mean power of each article to detect small, medium, and large effect sizes was determined from its major statistical tests. These mean powers were then compiled and analyzed. The powers calculated for the different effect sizes were disturbingly low (small, 0.22; medium, 0.71; large, 0.87) but not generally as low as Cohen (1962) found in an analysis of another behavioral journal. Recommendations for improving confidence in research in science teaching is provided and centers on significant increases in sample sizes and an understanding of power and its relation to a, effect size and sample size.

ISSN:0022-4308    

DOI:10.1002/tea.3660090410

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

年代:1972

数据来源: WILEY

ISSN:0022-4308    

DOI:10.1002/tea.3660090411

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

年代:1972

数据来源: WILEY