摘要:

AbstractThis article describes the nature of qualitative syntheses and reports such efforts as a new focus for research in science education. It uses Project Synthesis as conceived by Norris Harms as an example of a Qualitative Synthesis. It identifies four features for such research efforts: (1) They involve research teams structured to provide a variety of perspectives and viewpoints. (2) They involve a wide variety of data sources, including massive sets of data from a variety of sources and perspectives. Much of these data are qualitative and often gathered initially for a variety of purposes. (3) They include at least one conceptual scheme for accomplishing a synthesis. Most include a set of goals as one organizer and a set of critical incidents as another. Studies involving more than two such dimensions provide even more meaningful and useful synthesis. (4) They conclude with an analysis of meaning, a formulation of an overarching scheme, and a new model to be used for further thinking, research, and analysis. Such synthesis efforts also end with a set of recommendations for action and/or hypotheses to be tested.

ISSN:0022-4308    

DOI:10.1002/tea.3660190502

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

年代:1982

数据来源: WILEY

摘要:

AbstractThe effects on students' achievement and attitudes of cooperative, competitive, and individualistic instruction were compared in ninth‐grade physical science classes. Forty‐four students were included in the study. Students were randomly assigned to conditions stratifying for sex. The results indicate that cooperative learning experiences promoted greater mastery and retention of the material being taught as well as more positive attitudes toward the experience than did competitive and individualistic learning experien

ISSN:0022-4308    

DOI:10.1002/tea.3660190503

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

年代:1982

数据来源: WILEY

摘要:

AbstractSome results of formative research carried out in primary schools in rural India have been presented. The relationship between the lesson content and the participation of the pupils has been investigated. The spontaneous participation of pupils in teacher‐directed classrooms is shown to be correlated with the time spent by the teacher in relating the content of the textbook to the natural experiences of the pupils. The use of an experiment or a teaching aid is also found to be useful in drawing participation from the pupils. The results of the study are relevant for teachers working in a traditional, teacher‐dominated sytem of educat

ISSN:0022-4308    

DOI:10.1002/tea.3660190504

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

年代:1982

数据来源: WILEY

摘要:

AbstractA random sample of 400 K‐12 science educators who were members of the National Science Teachers Association were surveyed regarding their attitude toward and practice of career education in their science teaching. These science teachers rejected a narrowly vocational view, favoring instead a conception of career education which included self‐perception, values analysis, and vocational skills objectives. The science educators affirmed the importance of career education for a student's education, asserted career education ought to be taught in their existing science courses, and expressed a willingness to do so. Fewer than one‐third of the science teachers, however, reported incorporating career education at least on a weekly basis in their science lessons. The major impediment to including more career education in science teaching was seen to be their lack of knowledge of methods and materials relevant to science career education, rather than objections from students, parents, or administrators; their unwillingness; or their evaluation of career education as unimportant. Thus, in order to improve this aspect of science teaching, science teachers need more concrete information about science career education applica

ISSN:0022-4308    

DOI:10.1002/tea.3660190505

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

年代:1982

数据来源: WILEY

摘要:

AbstractDemographic information concerning the thirty‐five largest graduate centers for science education was collected. The information verified the decrease in the average number of graduates, number of faculty members, external support for special projects in such centers for science education. Programs have remained static over the twenty‐year period. Faculty members at the institutions are stable and possess similar backgrounds; research interests of the faculty members vary and do not represent major commitments for many. When perceptions of discipline problems are studied, lack of agreement concerning goals and objectives are most frequently cited. This is followed by perceived lack of vision and leadership in the profession. Other perceived problems include public and parental apathy toward science and science education, limited budgets and facilities, and limited dialogue among professionals and the public. Science educators have proposed solutions to discipline problems as further evidence of crisis. The most common solutions proposed include (1) development of a theory base for the discipline, (2) structuring of a rationale for the discipline, (3) greater financial and public support, and (4) improved programs, including inservice education.As a view of the future is provided, the central issue emerges regarding the absence of goals in science education that are relevant to contemporary priorities in science, society, and education. Suggestion is made that failure to correct this deficiency will result in further deterioration in all areas of the current cri

ISSN:0022-4308    

DOI:10.1002/tea.3660190506

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

年代:1982

数据来源: WILEY

ISSN:0022-4308    

DOI:10.1002/tea.3660190507

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

年代:1982

数据来源: WILEY

摘要:

AbstractThe performance of 43 Hispanic engineering and science majors on a task that consists of reading a sentence describing a mathematical relationship between two variables, and then writing an equation describing the relationship, is investigated in both English and Spanish. Results are compared with grade point average and with language proficiency. Comparison of the bilingual group to a monolingual group consisting of 52 engineering and science students shows that performance, as measured by either the mathematical translation task or grade point average, is more strongly correlated with language proficiency for the bilingual group. Clinical interviews conducted with samples from each group reveal large differences in the interpretation of the mathematical task between Hispanics and monolinguals. Suggestions are made for the improvement of the technical education of Hispanics.

ISSN:0022-4308    

DOI:10.1002/tea.3660190508

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

年代:1982

数据来源: WILEY

摘要:

AbstractThe role of aesthetic curiosity in the manipulation of materials is often ignored or considered irrelevant in most science curricula. Contemporary practice in curriculum design emphasizes an approach that views science and art as separate types of explorations. Some historians of technology and science suggest that basic discoveries arise out of an aesthetic curiosity fostered by play with materials or ideas. Experience with certain familiar materials of aesthetic interest suggest that children will sustain play for long periods and easily mix metaphors of art and science in developing an understanding of the phenomena that are a part of the experience. Several examples are given of how this might be accomplished.

ISSN:0022-4308    

DOI:10.1002/tea.3660190509

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

年代:1982

数据来源: WILEY

摘要:

AbstractAs a part of a series of construct validity studies this study was designed to assess the convergent validity of the cognitive preference construct. Three measures of cognitive preference were administered to 71 college students and to a small sample of tenth graders. One instrument was a conventional cognitive preference test, the other two were designed to assess cognitive preference in common learning settings using student responses to a science reading and teacher ratings of relevant classroom behavior respectively. Correlations between the science reading and the conventional test showed strong convergence of the Q (questioning) mode of cognitive preference but rather weak convergence of the R (recall), P (principles), and A (applications) modes. A subgroup of students with significantly discrepant R, P, Q, and A score patterns, thus a distinct cognitive preference, showed higher correlations between instruments than the total sample, as one would expect in case of construct validity. Apparently the cognitive preference construct is a more valid descriptor for the cognitive style of some people than for others.

ISSN:0022-4308    

DOI:10.1002/tea.3660190510

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

年代:1982

数据来源: WILEY

摘要:

AbstractScience education researchers have, with few exceptions, not used the conceptual content of science as an important variable in their research. Writings of two groups‐philosophers of science, “are concerned with the influence of the conceptual knowledge shared by an intellectual community on the activities of that community and the psychologists are concerned with the influence of the conceptual knowledge held by an individual on that individual's behavior”, science, are concerned with the influence of the conceptual knowledge shared by an intellectual community on the activities of that community and the psychologists are concerned with the influence of the conceptual knowledge held by an individual on that individual's behavior.Suggestions are offered as to what kinds of science education research could be done in which the conceptual content of science is impo

ISSN:0022-4308    

DOI:10.1002/tea.3660190511

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

年代:1982

数据来源: WILEY