摘要:

AbstractThe purpose of this study was to determine the effects of computer‐assisted instruction (CAI) versus a text mode of programmed instruction (PI), and the cognitive style of locus of control, on preservice elementary teachers' achievement of the integrated science process skills. Eighty‐one preservice elementary teachers in six sections of a science methods class were classified as internally or externally controlled. The sections were randomly assigned to receive instruction in the integrated science process skills via a microcomputer or printed text. The study used a pretest‐posttest control group design. Before assessing main and interaction effects, analysis of covariance was used to adjust posttest scores using the pretest scores. Statistical analysis revealed that main effects were not significant. Additionally, no interaction effects between treatments and loci of control were demonstrated. The results suggest that printed PI and tutorial CAI are equally effective modes of instruction for teaching internally and externally oriented preservice elementary teachers the integrated science process s

ISSN:0022-4308    

DOI:10.1002/tea.3660220802

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

年代:1985

数据来源: WILEY

摘要:

AbstractA study of science textbooks and students' responses indicates that many key concepts are treated at different levels of meaning. As a consequence of these observations we have attempted to examine what we have termed students' “preferential thinking style.” To do this, the level of meaning that studentspreferredwhen thinking about each of 16 key concept definitions associated with the theme, the nature of matter, was measured for each concept. The same concept definitions had already been studied in respect to students' ability to recognize them. Each of the 16 concept terms was formulated at the three levels of meaning defined by us as: membership, partial association, and generalization. The resultingtest of preferential thinking stylewas administered to representative samples of Hindi‐speaking high school students in India (826) and English‐speaking high school students in Tasmania (1635). Some marked changes in the relative development of preferential thinking styles for the two groups were observed which raises questions associated with the importance of this notion as an outcome of science t

ISSN:0022-4308    

DOI:10.1002/tea.3660220803

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

年代:1985

数据来源: WILEY

摘要:

AbstractThe effects of kinetic structure and micrograph content on student achievement of reading micrograph skills were examined. The purpose of the study was to determine which form of kinetic structure, high or low, and/or micrograph content, unified or varied, was most effective and if there were any interactive effects. Randomly assigned to four treatment groups, 100 introductory college biology students attended three audiovisual presentations and practice sessions on reading light, transmission electron, and scanning electron micrographs. The micrograph skills test, administered at two points in time, assessed knowledge acquisition and retention. The test measured general concept skills and actual reading micrograph skills separately. All significant tests were considered with an α = 0.05. High kinetic structure was found to be more effective than low kinetic structure in developing general concepts about micrographs. This finding supports Anderson's kinetic theory research. High kinetic structure instruction does not affect actual reading micrograph skills, but micrograph content does. Unified micrograph content practice sessions were more effective than varied micrograph content practice sessions. More attention should be given to the visual components of perceptual learning tasks

ISSN:0022-4308    

DOI:10.1002/tea.3660220804

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

年代:1985

数据来源: WILEY

摘要:

AbstractDuring the 1960s and 1970s a number of family learning projects evolved, most of which focused on pre‐schoolers and their parents. The goal of some of these programs was to provide enjoyable, structured experiences in which parents and their children learned together. Recently, a number of institutions have been sponsoring enrichment science classes or learning experiences for parents and older children. The study described here is based on a project funded by the National Science Foundation (DISE No. 07872) which was attempting to show that it was possible to increase scientific literacy of two different age groups by simultaneously exposing parents and their middle school children to short courses in science. The project is an outgrowth of a study previously reported (Gennaro, Bullock,&Alden, 1980) carried out at the Minnesota Zoological Gardens. The study is based on data obtained during the first two years of the project and used various data gathering procedures such as the use of questionnaires, interviews, observations, and cognitive testing. It was found that children register for the courses primarily because of interest in the subject matter of the courses and that parents register because of their desire to nurture the child and the child's interest in the subject matter of the course. Both parents and children made significant gains in learning as measured by subject matter tests. Participants reported that the experience was both enjoyable and valuable. Children's attitudes toward their parents and the course were significantly higher if the children perceived a highly cooperative learning environment with their parents. Parents who scored in the medium or high range on the pretest had significantly more interactions with their children concerning information about course tasks than those who scored low on the pretes

ISSN:0022-4308    

DOI:10.1002/tea.3660220805

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

年代:1985

数据来源: WILEY

摘要:

AbstractThe objective of this study was to identify the relationship between the type and quality of science teaching strategy and student engagement. Teachers and their students in middle and high schools were observed on ten occasions. A total of 60 observations were made of all teachers and ten of each of their students. During each observation period, the type and quality of implementation of teaching strategy was identified and student engagement was rated. Data collected were examined by regression analyses. The results indicated that the type and quality of implementation of teaching strategies did significantly and positively relate to student engagement. Analyzed individually, the type of teaching strategy predicted 12 per cent of the variance in engagement, while the quality of teaching strategy predicted 35 per cent. Overall, the type and quality of teaching strategy predicted 37 per cent of the variance in engagement. The data also showed that the more indirect the teaching strategy, the greater the students' involvement in learning tasks.

ISSN:0022-4308    

DOI:10.1002/tea.3660220806

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.3660220807

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.3660220808

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.3660220809

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.3660220810

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.3660220811

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

年代:1985

数据来源: WILEY