摘要:

AbstractTwenty‐three mathematical competencies were identified and a 46‐item multiple choice test was developed to measure the extent to which students entering introductory college biology courses possessed these competencies. Students enrolled in semester‐long introductory courses for science majors and non‐science majors were given the test at the beginning and end of the courses. The relationships between the mathematical competencies possessed by students at the beginning of the semester and 15 variables dealing with student characteristics were examined. Also investigated was the relationship between test scores and the type of mathematics courses taken during the semester students were enrolled in the introductory biology

ISSN:0022-4308    

DOI:10.1002/tea.3660260902

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

年代:1989

数据来源: WILEY

摘要:

AbstractConveying an adequate conception of the nature of science to students is implicit in the border context of what has come to be known as scientific literacy. However, it has previously been demonstrated that possession of valid conceptions of the nature of science does not necessarily result in the performance of those teaching behaviors that are related to improved student conceptions. The present study examines the possibility that the language teachers use to communicate science content may provide the context (Realist or Instrumentalist orientations) in which students come to formulate a world view of science. Eighteen high school biology teachers and one randomly selected class from each of their sections (n= 409 students) were administered pre‐ and posttests at the beginning and end of the fall term using the Nature of Scientific Knowledge Scale (NSKS). Composite scores of the student changes on the Testable, Developmental, and Creative subscales were used to compare those six classes that exhibited the greatest change with those six classes that had the least change on the NSKS. Intensive qualitative observations of each teacher were also conducted over the fall semester, resulting in complete transcripts of teacher‐student interactions. Qualitative comparisons of classes with respect to six variables related to Realist and Instrumentalist conceptions of the nature of science were conducted. TEACHERS' ordinary language in the presentation of subject matter was found to have significant impact on students' conceptions of the nature of science. These variables represented different contexts (Realist‐Instrumental) teachers used to express themselves, scientific information, and concepts. Determining the extent to which TEACHERS' language has an impact on changes in students' conception of the nature of science has direct bearing on all preservice and inservice science teacher education pro

ISSN:0022-4308    

DOI:10.1002/tea.3660260903

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

年代:1989

数据来源: WILEY

摘要:

AbstractA large proportion of science major college students are unable to translate even simple sentences into algebraic equations. Given the following sentence: There are six times as many students (S) as professors (P) at this university, most students write the following equation: 6S=P, referred to as the reversal error. In order to overcome the reversal error students need to operate in a hypothetico‐deductive manner, i.e., performing a hypothetical operation that makes the group of professors six times larger than it really is (S= 6P). The objective of this study is to investigate the relation between student ability to translate sentences into equations, equations into sentences, and student performance in the following variables: formal operational reasoning, proportional reasoning, and introductory freshmen‐level chemistry course. The results obtained show that as the student ability to translate sentences into equations and equations into sentences increases, their mean scores in Chemistry I, formal operational, and proportional reasoning increases. This study has found support for the hypothesis that students who lack formal operational reasoning skills (hypothetico‐deductive reasoning) may experience more problems in the translation of algebraic equa

ISSN:0022-4308    

DOI:10.1002/tea.3660260904

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

年代:1989

数据来源: WILEY

摘要:

AbstractThis study assessed the effectiveness of one science teacher education program designed to be a model program. The study provided evidence that preservice science teacher education can have a very positive effect on the development of preservice science teachers into effective practicing teachers. Thirty program graduates completed a pilot version of the 1985 National Survey of Science and Mathematics Education providing information on course objectives, teaching strategies, equipment use, time allocation, and textbook use. The responses of program graduates were compared to the responses of a select national sample of teachers. All teachers in the comparison group were from programs in the Search for Excellence in Science Education, Presidential Award winners, recognized as outstanding state science teachers, employed as department chairs, or actively involved in the development of science curriculum. Analysis of the responses indicated that both program graduates and comparison group teachers had similar course objectives and teaching strategies, used materials and equipment a similar amount of time, and allocated class time in similar ways. In another component of the study, students of 37 program graduates completed a questionnaire that assessed their attitudes toward science teachers, science classes, and the study of science. Analysis of attitudinal data from their 2871 students indicated that students of program graduates generally had positive attitudes. For instance, 89% of the students perceived their science teacher as asking questions and 80% perceived their science teacher as letting them ask questions. In general, the data are in stark contrast to the images obtained from National Assessment efforts.

ISSN:0022-4308    

DOI:10.1002/tea.3660260905

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

年代:1989

数据来源: WILEY

摘要:

AbstractSeventy‐one college general biology students were taught a unit in Mendelian genetics by the traditional lecture method. Emphasis was placed on meiotic formation of gametes, the Law of Segregation, and the Law of Independent Assortment. The Punnett‐square model was used for all practice problems. Eight weeks later, a content‐validated retention test was given to evaluate the students' retention of problem‐solving skills. The test required students to use proportional reasoning (identifying ratios from the Punnett squares), combinatorial reasoning (identifying combinations of gametes from parental genotypes), and probabilistic reasoning (estimating gamete or offspring probabilities). Each of the 71 students was also given three Piagetian interview tasks to evaluate intellectual development in the areas of reasoning under question. The balance‐beam task, the electronic switch‐box task, and colored squares and diamonds were used to test for proportional reasoning, combinatorial reasoning, and probabilistic reasoning, respectively. Pearson correlations and factor analysis failed to show direct relationships among Piagetian tasks for the three kinds of reasoning and their corresponding occurrence in genetics problems. Some correlations were higher between different reasoning types than between similar types. Analysis of variance showed significant differences for all three reasoning types among concrete‐operational, transitional, and formal‐operational students with the retention test. Post‐hoc analysis of ANOVAs indicated that formal‐operational students had significantly more success in the three reasoning areas than transitional students, and transitional students had significantly more success than concrete

ISSN:0022-4308    

DOI:10.1002/tea.3660260906

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

年代:1989

数据来源: WILEY

ISSN:0022-4308    

DOI:10.1002/tea.3660260907

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

年代:1989

数据来源: WILEY

ISSN:0022-4308    

DOI:10.1002/tea.3660260908

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

年代:1989

数据来源: WILEY

ISSN:0022-4308    

DOI:10.1002/tea.3660260909

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

年代:1989

数据来源: WILEY

ISSN:0022-4308    

DOI:10.1002/tea.3660260901

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

年代:1989

数据来源: WILEY