ISSN:0022-4308    

DOI:10.1002/tea.3660240802

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

年代:1987

数据来源: WILEY

摘要:

AbstractA future shortage of science teachers has been predicted, and since women are presently underrepresented in the sciences, they are a good potential source for future science teachers. Unfortunately women appear to become less interested in science as they continue in school. Because the classroom psychosocial environment has been shown to be related to learning outcomes, it may contribute to women's lack of interest in sciences. This study compared the classroom environments perceived by fourth grade, seventh grade and high school boys and girls in classes taught by males and females to determine if any perceptual differences existed. The three, two factor MANOVAS (teacher gender by student gender) showed no differences for fourth grade students, one for seventh grade students and three for high school students. The seventh grade boys and girls perceived classes taught by females as having more friction than classes taught by males and high school boys and girls perceived classes taught by females as being more difficult than classes taught by males. Further, for the high school students it appears that classes are perceived more favorably when the opposite genders are combined. These perceptual differences combined with role modeling may contribute to the lack of women in science. More research is necessary to determine causal relationships.

ISSN:0022-4308    

DOI:10.1002/tea.3660240803

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

年代:1987

数据来源: WILEY

摘要:

AbstractThis article focuses on the practical use of Bloom'sTaxonomy of Educational Objectives. The current status of analyzing and classifying test items and behavioral objectives was examined in this study. Specifically, the purpose of this study was to analyze and classify the ISIS minicourse performance objectives and criterion‐referenced test items according to Bloom's cognitiveTaxonomyin order to determine what levels of cognition the ISIS instructional materials are directed. The performance objectives and test items of thirty‐three ISIS minicourses and criterion‐referenced tests were collected and classified. Four research questions were posed in the study. The findings indicate that ISIS minicourse test items and performance objectives are written primarily at the Knowledge and Comprehension levels. The ISIS instructional materials reflect low percentages of upper cognitive level test items and performance objectives. Based upon the use of a chi‐square analysis, twenty‐four of the ISIS minicourses and tests demonstrate a positive congruence between their performance objectives and criterion‐referenced test items. Nine ISIS minicourses were found to demonstrate a negative relationship between their performance objectives and test items. Implications and Recommendations based on the findings of the studies a

ISSN:0022-4308    

DOI:10.1002/tea.3660240804

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

年代:1987

数据来源: WILEY

摘要:

AbstractThis study examined the effect of matching learners' cognitive styles with science learning activities on science knowledge and attitudes. Fifty‐six elementary education majors who were identified as Sensing Feeling types on the Myers‐Briggs Type Indicator participated in this study. The Sensing Feeling type is predominant among elementary school educators. The subjects participated in either nine science activities matched to the learning preferences of Sensing Feelers or nine science activities mismatched to their learning preferences. These mismatched activities were geared toward the learning preferences of Intuitive Thinkers, the dominant type among scientists. Results revealed no significant differences between matched and mismatched groups in knowledge of the material presented or overall attitude toward science and toward science teaching. Comparisons made subsequent to the hypothesized analyses did suggest that cognitive style may affect reactions to certain specific learning activities. The immediate reactions of forty non‐Sensing Feeling types who also experienced the treatments were compared to those of the 56 Sensing Feeling subjects. Certain activities which were rated by judges prior to the onset of treatment as being particularly well‐matched to the Sensing Feeling style did receive significantly more favorable ratings by the Sensing Feeling subjects than by other types. Conversely, the Sensing Feelers gave significantly lower ratings than other types to certain activities which, according to independent judges, were strongly mismatched to the Sensing Feelin

ISSN:0022-4308    

DOI:10.1002/tea.3660240805

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

年代:1987

数据来源: WILEY

摘要:

AbstractThis article reports the development and validation of an integrated model of performance on a chemical concept ‐ volumetric analysis. From the chemical literature a path‐analytic model of performance on volumetric analysis calculation was postulated based on studies utilizing the proportional reasoning schema of Piaget and the Cumulative learning theory of Gagne. This integrated model hypothesized some relationships among the variables: direct proportional reasoning, inverse proportional reasoning, prerequisite concepts (content) and performance on volumetric analysis calculations. This model was postulated for the two groups of students involved in the study ‐ that is those who use algorithms with understanding and those who use algorithms without understanding. Two hundred and sixty‐five grade twelve chemistry students in eight schools (14 classes) in the lower mainland of British Columbia, Canada participated fully in the study. With the exception of the test on volumetric analysis calculations all the other tests were administered prior to the teaching of the unit on volumetric analysis. The results of the study indicate that for subjects using algorithms without understanding, their performance on VA problems is not influenced by proportional reasoning strategies while for those who use algorithms with understanding, their performance is influenced by proportional reasoning str

ISSN:0022-4308    

DOI:10.1002/tea.3660240806

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

年代:1987

数据来源: WILEY

摘要:

AbstractDespite much effort on the part of educators the number of females who choose science careers remains low. This research focuses on two factors which may be influencing females in their choice of careers. These factors are role‐specific self‐concept in science and self perception in terms of stereotypical masculine and feminine characteristics. In addition logical ability and mathematics and science courses were also examined as factors in career choice. Females preferring science related careers and females preferring nontraditional careers such as police, military and trades were found to have a positive role‐specific self‐concept and a masculine perception of themselves. Females preferring traditional careers such as teacher or hairdresser had a poor role‐specific self‐concept and a more feminine perception of themselves. Males as a group were found to have a more positive role‐specific self‐concept than females. Logical ability was also related to a science career preference for both males and females. Males expected to take more higher level math courses than females, while females preferring science careers expected to take the most higher level

ISSN:0022-4308    

DOI:10.1002/tea.3660240807

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

年代:1987

数据来源: WILEY

摘要:

AbstractContemporary investigations indicate that men generally perform significantly better in tasks involving visuo‐spatial awareness than do women. Researchers have attempted to explain this difference through several hypotheses but as yet the reason for the dimorphism has not been established. Further, contemporary studies have indicated that enhancement of mental image formation and manipulation is possible when students are subjected to carefully designed spatial interventions. Present research was conducted to see if women in the sciences were as spatial perceptively accurate as their male counterparts. The researcher also was interested to find if the women that received the intervention excercises improved in their visuo‐spatial awareness as rapidly as their male counterparts.The study was conducted on science majors at a suburban two year college. The population was randomly divided into groups (experimental, placebo, and control) each containing approximately the same number of men and women. All groups were given a battery of spatial perception tests (Ekstrom et al, 1976) at the onset of the winter semester and a second version of the battery at the conclusion of the semester. An analysis of variance followed by Scheffe contrasts were run on the results. The statistics revealed that the experimental group significantly outperformed the nonexperimental groups on the tests. When the differences between the mean scores for the women in the experimental group were statistically compared to those of the men in the experimental group the women were improving at a more rapid rate. Many women have the capacity to develop visuo‐spatial aptitude and although they may start out behind men in spatial ability, they learn quickly and often catch up to the men's level when given meaningful visuo‐spatial interv

ISSN:0022-4308    

DOI:10.1002/tea.3660240808

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

年代:1987

数据来源: WILEY

ISSN:0022-4308    

DOI:10.1002/tea.3660240809

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

年代:1987

数据来源: WILEY

ISSN:0022-4308    

DOI:10.1002/tea.3660240810

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

年代:1987

数据来源: WILEY

ISSN:0022-4308    

DOI:10.1002/tea.3660240811

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

年代:1987

数据来源: WILEY