ISSN:0022-4308    

DOI:10.1002/tea.3660240502

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.3660240503

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

年代:1987

数据来源: WILEY

摘要:

AbstractComputer simulations were employed by high school biology students in an attempt to enhance their problem solving skills. The simulations were administered under two conditions: (a) unguided discovery and (b) guided discovery. In addition, a control group received no simulations. To ascertain the effectiveness of the simulations in enhancing problem solving abilities, performance was compared on (a) subsequent unit pretests, (b) standardized tests measuring scientific thought processes, and (c) a standardized test of critical thinking. The results indicate that (a) the students using the simulations met the unit objectives at least as well as the control students, and (b) the students using the guided version of the simulations surpassed the other students on the subsequent simulation pretests, on the tests of scientific thinking, and on the test of critical thinking. The authors discuss the apparent usefulness of the programs in terms of the opportunities they provide students (a) to be actively involved in the learning process and (b) to repeatedly practice applying principles that would otherwise be practiced much less often.

ISSN:0022-4308    

DOI:10.1002/tea.3660240504

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

年代:1987

数据来源: WILEY

摘要:

AbstractThe national concern over the development of higher order thinking and problem solving skills reinforces the assumption that science education must involve more than the mere memorization of factual content. Nevertheless, research also indicates that effective thinking and problem solving depends on the availability of domain‐specific knowledge, hence science content cannot be ignored. Our goal in this paper is to present initial data indicating that learning can be enhanced when information is presented in the context of video‐based macro‐contexts that illustrate how science information can be used to solve meaningful problems. The experiments show positive results through simple uses of technology. The results suggest that more sophisticated uses of technology, especially computer‐controlled interactive videodisc technology, would have even greater benefits on comprehension and learning in science. We discuss what some of these more sophisticated uses m

ISSN:0022-4308    

DOI:10.1002/tea.3660240505

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

年代:1987

数据来源: WILEY

摘要:

AbstractEstimation is a general problem solving task that has cognitive consequences for students. Many physical and biological phenomena are best modeled using logarithmic scales, but there has been little research that addresses students' understanding of logarithmic scales. Forty junior high school students were asked to solve two types of estimation problems, linear and logarithmic. A microcomputer simulation was used to provide data on students' performance on the two estimation tasks. Past research has shown that this simulation can provide an interesting and reliable method for examining students' learning on an estimation task. Results from this study showed that performance on the linear scale could be described by a general learning curve with improved performance over time. In addition the logarithmic scale results indicated a more complex interaction involving both the number of estimation trials and the position of the estimation “target” on the logarithmic scale. Students' strategy use did not relate to performance on the linear task but did influence performance on the logarithmic task. The results are discussed in terms of students' knowledge of logarithmic scales and their general strategies for problem solving. Implications for teaching and using logarithmic scales in science classes are also discus

ISSN:0022-4308    

DOI:10.1002/tea.3660240506

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

年代:1987

数据来源: WILEY

摘要:

AbstractStudents' (n= 23) actual programming behaviors were observed in two high school Pascal programming classes. Observation was performed with a computerized low inference instrument that collected both frequency and time data. Behaviors coded included students' production of code as well as their debugging strategies. Results revealed that students spend little time in planning their programs or writing their code before they start to key in their code. Their debugging behavior was best characterized as a trial and error strategy. Results are discussed in terms of the classroom context for programming and implications for research on the effects of programming instruction.

ISSN:0022-4308    

DOI:10.1002/tea.3660240507

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

年代:1987

数据来源: WILEY

摘要:

AbstractMore systematic study of the relationship between instructional practice and learning outcomes are needed before we can build powerful instructional theories. In this study, we relate programming proficiency to instructional practice in 14 Pascal programming classes at the High School level. We found that instructional practices involves (a) extensive on‐line access, (b) explicit instruction, and (c) extensive feedback. These results help clarify the nature of time‐on‐task and encourage researchers to examine explicit instruction more cl

ISSN:0022-4308    

DOI:10.1002/tea.3660240508

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

年代:1987

数据来源: WILEY

摘要:

AbstractThe present study examines how students currently evaluate information acquired in the science laboratory, especially computer‐presented information. We examine the effect of the use of microcomputer‐based laboratory and of an explicit instruction on students' critical evaluation skills. Finally we contrast the activities in a science laboratory with current thinking about epistemology in the philosophy of scie

ISSN:0022-4308    

DOI:10.1002/tea.3660240509

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.3660240501

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

年代:1987

数据来源: WILEY