ISSN:0022-4308    

DOI:10.1002/tea.3660280502

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

年代:1991

数据来源: WILEY

摘要:

AbstractIn this study we have investigated the relationship between the field‐dependence‐independence (FDI) dimension as measured by the Group Embedded Figures Test (GEFT) and subject performance on the Longeot test, a pencil‐and‐paper Piagetian test, through the open or closed format of its items. The sample consisted of 141 high school students. Correlation and variance analysis show that the FDI dimension and GEFT correlate significantly on only those items on the Longeot test that require formal reasoning. The effect of open‐ or closed‐item format is found exclusively for formal items; only the open format discriminates significantly (at the 0.01 level) between the field‐dependent and ‐independent subjects performing on this type of item. Some implications of these results for science educatio

ISSN:0022-4308    

DOI:10.1002/tea.3660280503

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

年代:1991

数据来源: WILEY

摘要:

AbstractThe effects of discovery and expository instructional methods on the attitude of students to biology was investigated. The sample consisted of 240 Form IV biology students randomly drawn from six selected secondary schools in the Oyo state of Nigeria. They were assigned into two groups—experimental and control. The experimental group was exposed to the discovery method, and the control group was taught using the expository method. The science class of Form IV in each of the six schools was selected intact for the study. A nonrandomized pretest‐posttest control group design was employed. The major instrument was the 40–item Scientific Attitude Questionnaire (SAQ). It is a Likert‐type questionnaire using five scales. Two hypotheses were tested. Analyses of the results showed that the experimental group evinced a significantly more favorable attitude to biology than the control group (t = 8.87,p0.999). The article concludes with a recommendation that science learning using the discovery method may enable the learner to evince more a favorable attitude toward problem recognition and problem solving than when learning is done by the exposi

ISSN:0022-4308    

DOI:10.1002/tea.3660280504

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

年代:1991

数据来源: WILEY

摘要:

AbstractThis research consisted of studying the characteristics of interaction and investigation potential present in museum or science center exhibits. Categories (strong and weak) for the characteristics of interaction potential and investigation potential were established. Fifteen exhibits were chosen from the Museum of Science (Ottawa) and from two science centers (Sudbury and Toronto); these were representative of the established characteristics and categories. A test was constructed that measured the interest in an exhibit in a museum or a science center. The final analysis of the test (20 items) reflects a coefficient of homogeneity (Cronbach alpha) of 0.97 (n= 278). In terms of the characteristics of interaction potential and investigation potential, a significant difference among the ranks of interest was not found once they were regrouped under the categories of strong and weak. The hypothesis of a relationship between the interaction potential and visitors' interest in an exhibit in a museum or science center and the hypothesis of a relationship between the investigation potential and the interest aroused were both rejected. In regards to the interaction potential, median ranks of interest in exhibits of 8.6 for the strong category and of 7.5 for the weak category were observed. In terms of the investigation potential, median ranks of interest of 7.0 for the strong category and of 9.1 for the weak category were observed. In the case of investigation potential, even if the difference is not significant, there is an indication that the strong investigation potential seems to have the effect of creating disinterest in the presentation of an exhibit in a museum or in a science center. In the context of new museum and science centers, the view of developing exhibits which are primarily objects which stimulate interest must be maintained. If this is done with exhibits that arc interactive and have an investigative approach, it is necessary for those in charge of museums and science centers to consider other characteristics in order to ensure capturing visitors' interest.

ISSN:0022-4308    

DOI:10.1002/tea.3660280505

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

年代:1991

数据来源: WILEY

摘要:

AbstractThis is a report of the effects of a scientific literacy course on the skills, cognitive ability, and attitude of students in the first year of high school. Specifically, the research examines (1) whether it is possible to teach scientific skills, (2) whether a literacy curriculum affects attitude and cognitive ability, and (3) whether incoming student characteristics affect the development of attitude and cognitive abilities. Two hundred and fifty (126 male and 124 female) ninth grade students were enrolled in a specially designed literacy course which met for 3 hours and 20 minutes each week for 39 weeks. Students were pretested for logical, spatial, verbal, and mathematical ability, as well as for attitude toward self and science, and psychological type. The course was successful in teaching skills. In addition, there were significant increases in spatial, verbal, and quantitative ability. Increases in cognitive ability were predicted by logical ability, measurement skills, and academic self‐concept. Attitudes declined as a result of participation in the course. Self concept and mastery were related to cognitive variables and motivation, mastery, and control were related to psychological typ

ISSN:0022-4308    

DOI:10.1002/tea.3660280506

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

年代:1991

数据来源: WILEY

摘要:

AbstractThis article is a report of elementary school teachers' beliefs about and uses of text material in science. Survey results from 522 K‐8 teachers from 299 schools in the United States, Puerto Rico and the Virgin Islands were analyzed along three dimensions: teacher attitudes toward teaching of reading in science; teacher beliefs and understanding about models of reading, factors influencing science reading and reading skills; and teacher use of various teaching strategies. Results suggest that teachers do not see reading science as different from any other narrative material. And though most agreed to the importance of having students do activities to support and enhance the use of text material, responses suggest that covering topics is still a concern for most elementary teacher

ISSN:0022-4308    

DOI:10.1002/tea.3660280507

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

年代:1991

数据来源: WILEY

摘要:

AbstractThe study examined students' preferences for wait times of 3 seconds versus .9 second, teachers' ability to accurately predict their students' preferences, and the reasons both groups of participants gave for their choices. Thirty‐five middle school science classes watched two versions of a videotaped science review lesson. The versions differed only in length of time the teacher paused after questions before she called on students to respond. When asked which version would produce more learning and when asked which version they preferred (after being told how the two versions differed), significantly more students chose the one with the longer wait time. Significantly more teachers predicted these choices accurately than inaccurately. Students identified think time, time use, teacher helpfulness, and topic ease as reasons for their choice

ISSN:0022-4308    

DOI:10.1002/tea.3660280508

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

年代:1991

数据来源: WILEY

摘要:

AbstractIn a recent article that appeared in this journal, Hofstein and Mandler (1985) reported a study which employed the Lawson's (1978) classroom test of formal reasoning to determine, among other things, the relationship between achievement in science and mathematics in a sample of Israeli students. Based on their findings, the authors raised objections to the classroom utility of the test for diagnosing students' developmental levels. The present author, however, argued that the case has not been properly established in view of one major methodological problem which seemed to characterize the study. Accordingly, the plea to abandon Lawson's test of formal reasoning was questioned.

ISSN:0022-4308    

DOI:10.1002/tea.3660280509

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

年代:1991

数据来源: WILEY

ISSN:0022-4308    

DOI:10.1002/tea.3660280501

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

年代:1991

数据来源: WILEY