摘要:

AbstractThe study investigated the strategies used by 47 high school students to solve volumetric analysis problems in chemistry. Using the talking‐aloud technique, the students were required to calculate the concentration of hydrochloric acid used in a titration with NaOH after having performed the titration themselves. Students were met individually and their verbalization audiotaped. After making this calculation, each student was asked to use the same data to predict the concentration of acid in three situations involving different mole ratios. It was found that two main strategies, Formula Approach and Proportional Approach with their variants, were employed by the students during the problem solving process. The Formula Approach was found to be used mainly by the students in the high ability group while students in the low ability group used the Proportional Approach. It was also found that problems involving 2:1 stoichiometric ratios presented a number of conceptual problems to the students. These conceptual problems were found to be related to their inability to write balanced equations or write correct formulas, focusing on only the strength of acid, inability to use the mole ratios in the calulations and deriving the mole ratios from the formulas of reactant

ISSN:0022-4308    

DOI:10.1002/tea.3660230902

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

年代:1986

数据来源: WILEY

摘要:

AbstractIt is well documented that students' exposure to science in the middle school is critical for their later selection of science courses, yet instruction time and course offerings in science during the middle school years are often limited. Out‐of‐School Science Experiences with funds from the National Science Foundation (DISE No. 07872) produced five short science courses intended for children in middle school grades (6, 7, and 8) and their parents that supplement normal science instruction based on topics that are integral to traditional science teaching. The courses were offered through Community Education programs and through informal science learning centers (e.g., zoos, museums, and planetariums). An added strength of the program is that it employs the family as a motivator and reinforcer in a cooperative learning venture. The study reported here is an attempt to determine participant reaction two to three years after having taken the courses, to the course experience, the influence that the courses had on subsequent learning behavior, and the relationship between parents and child

ISSN:0022-4308    

DOI:10.1002/tea.3660230903

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

年代:1986

数据来源: WILEY

摘要:

AbstractErrors in science learning (errors in expression of organized, purposeful thought within the domain of science) provide a window through which glimpses of mental functioning can be obtained. Errors are valuable and normal occurrences in the process of learning science. A student can use his/her errors to develop a deeper understanding of a concept as long as the error can be recognized and appropriate, informative feedback can be obtained. A safe, non‐threatening, and nonpunitive environment which encourages dialogue helps students to express their conceptions and to risk making errors. Pedagogical methods that systematically address common student errors produce significant gains in student learning. Just as the nature‐nurture interaction is integral to the development of living things, so the individual‐environment interaction is basic to thought processes. At a minimum, four systems interact: (1) the individual problem solver (who has a worldview, relatively stable cognitive characteristics, relatively malleable mental states and conditions, and aims or intentions), (2) task to be performed (including relative importance and nature of the task), (3) knowledge domain in which task is contained, and (4) the environment (including orienting conditions and the social and physical context).Several basic assumptions underlie research on errors and alternative conceptions. Among these are: Knowledge and thought involve active, constructive processes; there are many ways to acquire, organize, store, retrieve, and think about a given concept or event; and understanding is achieved by successive approximations. Application of these ideas will require a fundamental change in how science is t

ISSN:0022-4308    

DOI:10.1002/tea.3660230904

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

年代:1986

数据来源: WILEY

摘要:

AbstractThis article describes a study designed to explore sources of influence on the judgments made by science teachers on school characteristics, classroom features, and properties of a science curriculum. The study had its theoretical basis in the concept that members of a social organization operate under certain functional paradigms, which govern their approach to events within the organization, and particularly to the implementation of innovations. Empirically, the study formed part of the Canadian contribution to the Second International Science Study, and was based on a survey of some 2000 Canadian teachers. The survey used an adaptation of policy capturing methodology, in which teachers were presented with variations in a hypothetical scenario designed to simulate a decision‐making situation. Results suggest that teachers' judgments center around a number of factors, the primary ones being concern for student ability and interest, teaching methods, and school spirit and morale. On the other hand, variations in the scientific basis of a curriculum appear to exert little influence. The results are interpreted as indicators of the major elements of teacher functional paradigm

ISSN:0022-4308    

DOI:10.1002/tea.3660230905

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

年代:1986

数据来源: WILEY

摘要:

AbstractMany schools use mental ability test scores as a basis for grouping students and planning their educational needs. The widespread use of these test scores throughout public and private schools demands that test items be unbiased. One way in which tests could be biased, that has not been thoroughly investigated, is the inadvertent use of analytical skill items favoring one perceptual orientation over another. This study investigated analytical skill items on theOtis‐Lennon Mental Ability Testfor field independent bias. Using as analysis of variance and discriminant analysis, the results indicated that theOtis‐Lennon Mental Ability Testwas biased in favor of individuals with a field of independent perceptual orientat

ISSN:0022-4308    

DOI:10.1002/tea.3660230906

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

年代:1986

数据来源: WILEY

摘要:

AbstractThe purpose of this study was twofold: (1) to design a system for constructing Likert attitude scales as supported by the sociopsychological and measurement literature, and (2) using the design to assemble a microcomputer attitude scale for inservice and preservice teachers (n= 281). The results of the study: (1) a 15‐step flow chart for designing reliable and valid attitude scales, and (2) a 23‐item microcomputer Likert attitude scale with the following characteristics: (a) coefficient alpha 0.89, (b) range of adjusted item‐total correlations from 0.29 to 0.62, (c) range of interitem correlations from 0.04 to 0.60, (d) correlation of 0.20 with a mathematics attitude scale and 0.02 with a reading attitude scale, and (e) favorable factor analysis and emotional intensity

ISSN:0022-4308    

DOI:10.1002/tea.3660230907

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

年代:1986

数据来源: WILEY

摘要:

AbstractResearch was done to probe and extend Piaget's theory of the conception of speed. Specifically tested was the hypothesis that there is no hierarchical relationship in performance on the following Piaget‐type tasks: conservation of distance, asymmetric series of speeds, one‐to‐many (circular) speeds, symmetric speeds, time, and proportional reasoning. The research also tested the gender‐related performance on these six tasks. One hundred freshman and sophomore college students were shown demonstrations of equipment individually for each of the six tasks. A set of open‐ended questions based on the demonstrations was administered to each subject in a 45‐minute interview. Subjects were scored as “pass” on a given task if they manipulated objects in certain ways and gave specific types of explanations. A scalogram analysis of the data yielded az‐score of — 3.7 which indicated that subjects passed the task in a certain sequence. The tasks were found to form a unidimensional scale and to be increasingly difficult in the order listed above. A chi‐square test for two independent samples showed a significant difference (alpha = 0.05) in performance between males and females on all speed tasks. No significant differences in performance between males and females were found for the di

ISSN:0022-4308    

DOI:10.1002/tea.3660230908

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

年代:1986

数据来源: WILEY

摘要:

AbstractLarkin and Rainard's (1984) article was sufficiently interesting not only to have me recommending it to others but also to re‐read it for a third time. Unhappily I then realized that as a biproduct I had been giving my students an entrée into the old fallacy of inverse probability (see R. A. Fisher's,The Design of Experiments, Chapter 1). The fallacy occurs on pages 252 and 253. The authors say:“ ⃛ sample size is rarely important to generalizability. Suppose, for example, 500 or 10 individuals are tested out of a population of 5000. Testing 500 (instead of 10) decreases the standard error of the mean by only a factor of 1.1 [= (1–10/5000)/(1–500/5000)]. Most research does not use large samples to increase generalizability. Instead the function is either to estimate many parameters in a detailed model, or to increase statistical significance, a factor sensitive to sa

ISSN:0022-4308    

DOI:10.1002/tea.3660230909

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.3660230910

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.3660230911

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

年代:1986

数据来源: WILEY