摘要:

AbstractIn order to change the attitude of early adolescent female and male students toward scientists and women in science, students in the middle school/junior high grades were exposed over a two months' period to women science career role models as part of their science instruction. This treatment positively affected the students' attitude toward scientists and toward women in science. It is suggested that teachers of science in the middle school/junior high should periodically bring community resource people who use science in their careers to the classroom to act as role models and that women should be included among this group so that the attitudes of both male and female students toward scientists and women in science might be improved.

ISSN:0022-4308    

DOI:10.1002/tea.3660230802

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.3660230803

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.3660230804

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

年代:1986

数据来源: WILEY

摘要:

AbstractThis study made use of data collected during 1981—1982 from a random sample of 1960 nine‐year‐old students from 124 elementary schools involved in a national assessment of educational progress in science sponsored by the National Science Foundation. This data base was used in secondary analyses which probed the validity of a model of educational productivity involving a set of nine aptitudinal, instructional, and environmental variables which require optimization to increase student learning. When controlled for other factors, ability, motivation, class environment, home environment, amount of television viewing (negative direction), gender, and race were all found to be significantly related to achievement. For an attitude outcome, the factors linked with attitudinal attainment were ability, motivation, class environment, and race. Overall the findings supported the model of educational productivity and suggested that elementary science students' achievement and attitude are influenced jointly by a number of factors rather than one or two dominant ones. Also the study attests to the potential value of science education researchers performing secondary analyses on the high‐quality random data bases generated as part of this national ass

ISSN:0022-4308    

DOI:10.1002/tea.3660230805

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

年代:1986

数据来源: WILEY

摘要:

AbstractTest items used to survey the attainment of science process skills in a representative sample of 11 year olds in Britain were analyzed to determine the level of demand, in Piagetian terms, made by each item. It was found that: the level of cognitive demand was a reliable predictor of the limiting difficulty of an item; that the difference between potential difficulty as measured by supposed demand level and the actual difficulty encountered by subjects was revealing of areas in the curriculum where further effort in teacher education and curriculum development would be profitable; and that there was some evidence for an inherent hierarchy of process skills.

ISSN:0022-4308    

DOI:10.1002/tea.3660230806

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

年代:1986

数据来源: WILEY

摘要:

AbstractThis article examines the hypothesis that there are preliminary stages in problem solving which most chemists neglect when trying to teach their students how to solve problems in introductory chemistry courses. It is during these early stages that relevant information is disembedded from the question and the problem is restructured. Unless students can successfully complete these cognitive restructuring stages, they cannot proceed on to the more analytic stages in problem solving that have received more attention from chemists.Preliminary evidence for this hypothesis consists of linear correlations between student ability to handle disembedding and cognitive restructuring tasks in the spatial domain and their ability to solve chemistry problems.

ISSN:0022-4308    

DOI:10.1002/tea.3660230807

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

年代:1986

数据来源: WILEY

摘要:

AbstractTwo studies were used to examine developmental and task effects in estimation problems. Time to solution data were collected on students' performance to describe their efficiency in processing information. Study One demonstrated developmental differences in speed of processing between younger students (first grade) and older students (third and sixth grade), with younger students performing at a slower rate. Study Two demonstrated that the amount of feedback information present influenced speed of processing. Results were discussed in terms of student and task characteristics and the implications of such variables for an information processing model of learning. Implications for science teaching were also discussed in terms of diagnosing learning problems and designing science curriculum.

ISSN:0022-4308    

DOI:10.1002/tea.3660230808

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.3660230809

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.3660230810

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.3660230811

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

年代:1986

数据来源: WILEY