摘要:

AbstractThis study is a synthesis of practice and research related to the use of behavior analysis to train science teachers. An idealized model (derived from practice) for training science teachers is presented first. Then research related to the categories of the model is reviewed and synthesized. To do this, all available studies on the topic were classified by the type of treatment used to influence the teaching behaviors. The results were meta‐analyzed. The effectiveness of training procedures fell into the following order, from lowest to highest: (1) study of an analysis system and self analysis; (2) observing models; (3) analyzing models; and, (4) practice and analysis with feedback. Science educators are encouraged to use the procedures outlined in the model to train better teachers. These results support the idealized mode

ISSN:0022-4308    

DOI:10.1002/tea.3660230202

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

年代:1986

数据来源: WILEY

摘要:

AbstractData on 30,030 sophomores in the “High School and Beyond” project were analyzed to test the private school superiority hypothesis for science achievement. The supposition that private schools are superior to public schools in producing science achievement is rejected on the basis of the present analysis. Major differences in science achievement between public and private schools appear attributable to relatively fixed characteristics of students and to their experiences beyond the school environment, rather than to factors easily alterable by educators. The authors point out and discuss the value of homework, the problem of excessive television viewing, the influence of parental involvement in education, and the effect of the amount of academic classes ta

ISSN:0022-4308    

DOI:10.1002/tea.3660230203

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

年代:1986

数据来源: WILEY

摘要:

AbstractThe influence of locus of control and diagnostic testing with prescribed remediation on immediate and retained science achievement was the focus of the study. To test the generalizability of the results across instructional units and to check on the existence of a treatment warm‐up period, the experiment was conducted across three biology units. The results supported the existence of the warm‐up period with no significant effects of diagnosis and remediation during the first unit. On later units and on the retention measure, the experimental subjects achieved significantly more than the control. No locus of control X treatment interactions were found; although, in one unit, the internal locus of control subjects achieved significantly higher than extern

ISSN:0022-4308    

DOI:10.1002/tea.3660230204

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

年代:1986

数据来源: WILEY

摘要:

AbstractThe sequence of the three phases of two high school learning cycles in chemistry was altered in order to: (I ) give insights into the factors which account for the success of the learning cycle, (2) serve as an indirect test of the association between Piaget's theory and the learning cycle, and (3) to compare the learning cycle with traditional instruction. Each of the six sequences (one n o d and five altered) was studied with content and atritudc measures. The outcomes of the study supported the contention that the normal learning cycle sequence is the optimum sequence for achievement of content knowledge.

ISSN:0022-4308    

DOI:10.1002/tea.3660230205

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

年代:1986

数据来源: WILEY

摘要:

AbstractIn the past few years, science educators and the nation at large have become increasingly concerned about the “Crisis in Science Education.” An underlying cause of this crisis is the nonuniform quality of instruction delivered by secondary science teachers. One way to improve the quality of teaching in the schools is the application of science education research findings to teaching. Most teachers are unaware of the research findings and/or do not apply them in their classrooms. This study helps determine the areas of research which are of greatest interest to secondary science teachers. Results will be used by NSTA to determine the contents of future volumes of the monographWhat Research Says to the Science Teacher.A random sample of 600 secondary science teachers was obtained from the National Registry of NSTA. Teachers were sent a 23 item questionnaire that asked them to rate their interest in each research topic on a five point scale. The questionnaire contained the 12 items prepared by a NARST‐NSTA committee in 1979 and an additional 11 items using the same format. Demographic data collected from the survey included sex, teaching assignment, role in school, type of school, type of community, years of teaching experience, and familiarity withWhat Research Says.… Data were analyzed using this demographic data as well as according to whether teachers returned the original or a follow‐up questionnaire. Teachers who returned the first questionnaire had basically the same preferences as those who returned the follow‐up questionnaire. Sixty percent of the teachers completed the questionnaire in usable form. Overall results of the study based on both frequency of response and on mean rating indicate that the following five topics are of greatest interest to secondary science teachers: laboratory experiences, motivational techniques, effect on college courses, problem solving, and meaningful learning. Analysis of data according to the subject taught indicated that chemistry and physics teachers are more interested in problem solving than biology teachers, and that chemistry, physics, and earth science teachers are also interested in the sequence of the content. Males and females had the same top five interests but in a different order. The same is true for teachers of grades 7–9 versus grades 10–12. Rural teachers preferences varied substantially from those in other settings and differences were also found for teachers familiar with What Research Says … compared to the rest of the sample. For every classification of teacher, the area of least interest was sex di

ISSN:0022-4308    

DOI:10.1002/tea.3660230206

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

年代:1986

数据来源: WILEY

摘要:

AbstractThe study investigates the use of analog tasks for determining difficulties that high school chemistry students might encounter in solving molarity problems. Students (n= 619) from five schools completed three tests given throughout the school year. These were: an analog test, a molarity test, and a retention test. The analog task consisted of dissolving lemonade powder for solid sodium hydroxide. Results indicate that the analog task is a predictor of success on the molarity test; that difficulties encountered on the analog test are similar to those on the chemistry test, and that achievement on some types of chemistry problems might be improved by us in analog tasks in instruction.

ISSN:0022-4308    

DOI:10.1002/tea.3660230207

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.3660230201

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

年代:1986

数据来源: WILEY