摘要:

AbstractEarlier studies of gender differences in science courses and careers have identified three probable causes: numbers of mathematics courses, level of science achievement, and attitudes toward science. Recently, differential science experiences have been suggested as a factor contributing to the gender differences found in science interest and achievement. A study of science activities, both within and outside of school, has been conducted. Although both boys and girls report similar classroom experiences, boys more often than girls report extracurricular science activities. The findings suggest that equal experiences within science classrooms do not overcome the advantage that boys hold due to more extracurricular science activities. Increased experiences in science, however, have led to more positive attitudes toward science among the girls in this study.

ISSN:0022-4308    

DOI:10.1002/tea.3660220502

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

年代:1985

数据来源: WILEY

摘要:

AbstractResearch to date has not been able to agree whether visuo‐spatial ability can be influenced through practice. Many have concluded that spatial awareness is an innate phenomena and cannot be learned. Others contend that an individual's visuo‐spatial potentials are acquired through interactions with the environment. Many of these theorists believe that spatial thinking can be developed through interactive exercises devised to encourage mental image formation and manipulation. To help alleviate the confusion surrounding this question the following study was undertaken. Eighty‐four college undergraduates were randomly placed into control and experimental sections. Student records were examined to assure that the groups did not differ significantly in their verbal or math proficiency and pertinent pretests were given to ascertain spatial levels. The groups were also similar on their male and female ratios. During the semester the experimental section was treated to a 30‐minute interaction each week. These sessions involved spatial exercises that required the participants to mentally bisect three‐dimensional geometric figures and to envision the shape of the two‐dimensional surface formed by the bisection. The subjects drew their mental image of this surface on a sheet of paper. Fourteen weeks later both groups were post tested with a second comparable version of the pretest. Statistical “t” tests were performed on the group means to see if significant differences developed between the sections. The results indicate that statistical improvement in visuo‐spatial cognition did occur for the experimental group in spatial visualization, and spatial orientation. This finding suggests that the weekly intervention sessions had a positive effect on the students' visuo‐spatial awareness. These results, therefore, tend to support those researchers that claim visuo‐spatial aptitude can be enha

ISSN:0022-4308    

DOI:10.1002/tea.3660220503

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

年代:1985

数据来源: WILEY

摘要:

AbstractThe study investigated the benefits of a matching model of instruction for students enrolled in ninth grade physical science classes in one high school in a small, urban school district. Based on social learning theory, three independent variables were identified for purposes of matching: need level, cognitive style, and locus of control; attitude and achievement outcomes served as the dependent variables. Results of separate analyses of covariance revealed that attitude toward science in general improved with matching, but achievement, attitude toward physical science, attitude toward instruction, and attitude toward the teacher did not improve. Recommendations for subsequent “matching” experiments are discussed in light of the findings in this investigat

ISSN:0022-4308    

DOI:10.1002/tea.3660220504

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

年代:1985

数据来源: WILEY

摘要:

AbstractDeveloping an understanding of the nature of food webs is an important topic in today's biology curricula. The relationships represented in a food web are rule‐like in nature. Hence, it should be possible to construct a learning hierarchy for this concept. A hierarchy leading to the ability to determine how a change in the size of one population can affect another population in the same web but not on the same chain was hypothesized. Data from 200 subjects were extremely consistent with the hierarchy. A second major focus related to the identification of specific misconceptions held by subjects for food webs. The need to identify students' misconceptions of important concepts has been expressed widely in the recent science education literature. In the present article, an argument is presented for the usefulness of learning hierarchies in this work. Specific misconceptions and the frequencies of their occurrence are reporte

ISSN:0022-4308    

DOI:10.1002/tea.3660220505

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

年代:1985

数据来源: WILEY

摘要:

AbstractThe purpose of the authors in this study was to determine the effects of reasoning, use of models during testing, and sex type on posttest achievement in chemical bonding under controlled instruction. Eighty‐four high school students taking chemistry were randomly assigned within their classes to models and no models groups for the posttest. Reasoning capabilities were assessed by the Piagetian Logical Operations Test (PLOT) (Staver&Gabel,JRST, Vol. 16, No. 6, 1979), prior to instruction. All students then received the same instruction on chemical bonding which included teacher demonstrations of concepts with three‐dimensional molecular models, interspersed teacher questions during the introduction and development of concepts, student manipulation of three‐dimensional molecular models during laboratory experiments, and text reading assignments on concepts prior to their instruction in class. The posttest on molecular geometry and shape contained three sections requiring memory and application (Bloom,Taxonomy of educational objective, handbook I: Cognitive domain.New York: David McKay, 1956). Data were analyzed by regression (Nie et al.,Statistical package for the social sciences, 2nd ed. New York: McGraw‐Hill, 1975). Results indicate that reasoning accounted for a significant portion (p0.05) portion of the variance on total scores or any section of posttest. The three‐way interaction of reasoning, model usage, and sex type accounted for a significant portion (p<0.05) of the variance in total scores, and in the memory and application sections of the posttest. Discussion focused on the results, conclusions, and implications for science

ISSN:0022-4308    

DOI:10.1002/tea.3660220506

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

年代:1985

数据来源: WILEY

摘要:

AbstractFourteen high school chemistry students from two different schools were interviewed in depth on how they balanced simple chemical equations, the knowledge they employed while balancing the equations, and their representation of the balanced equations with diagrams. The equations were of the type employed when students are first introduced to chemical equation balancing in high school. All students were able to successfully balance the four equations presented to them. However, seven of the twelve students were not able to construct diagrams that were reasonably consistent with the notation of the balanced equation. It was further noted that these same students possessed very poor understanding of the concept of chemical subscript and were willing to violate the balancing rule which states that subscripts are not to be changed while balancing equations. The five students who were able to make consistent diagrams also possessed good concepts of subscript and the balancing rule.

ISSN:0022-4308    

DOI:10.1002/tea.3660220507

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

年代:1985

数据来源: WILEY

摘要:

AbstractMeasurements of formal reasoning and principled moral reasoning ability were obtained from a sample of 99 tenth grade students. Specific modes of formal reasoning (proportional reasoning, controlling variables, probabilistic, correlational, and combinatorial reasoning) were first examined. Findings support the notion of hierarchical relationships which exist among those variables. Further results from factor analysis provide evidence that the variables represent specific cognitive structures that are interdependent with each other and precede operations in development. Finally, significant relationships were found to exist between the different modes of formal reasoning and principled moral reasoning. Combinatorial and correlational reasoning were found to significantly account for 22% of the variance in principled moral reasoning. Theoretical and educational implications are discussed.

ISSN:0022-4308    

DOI:10.1002/tea.3660220508

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

年代:1985

数据来源: WILEY

ISSN:0022-4308    

DOI:10.1002/tea.3660220509

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

年代:1985

数据来源: WILEY

ISSN:0022-4308    

DOI:10.1002/tea.3660220510

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

年代:1985

数据来源: WILEY

ISSN:0022-4308    

DOI:10.1002/tea.3660220501

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

年代:1985

数据来源: WILEY