摘要:

AbstractThe curiosity of 120 elementary school children, aged five through thirteen years, was assessed by three measures: (1) the amount of coordinated sensory‐motor activity directed toward designated objects in a waiting room environment during a 10‐minute waiting period, (2) the number of unsolicited questions asked within the same time period and environment, and (3) teacher ratings, where classroom teachers estimated children's curiosity based on their normal classroom behavior.In a three‐way analysis of variance, the amount of curiosity expressed through motor activity was found significantly related to groups based on racial‐ethnic origins, but not to groups based on age or sex.The amount of curiosity expressed through motor activity was negatively correlated with teacher ratings in one class but not significantly correlated in three other classes. Children who asked most questions were rated highest in curiosity by their teachers, but exhibited least curiosity through motor activity in the waiti

ISSN:0022-4308    

DOI:10.1002/tea.3660090302

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

年代:1972

数据来源: WILEY

摘要:

AbstractNinety‐six children from the third grade through the sixth grade were given speed tasks and acceleration tasks. The results of the study suggest that the speed and acceleration tasks that require intensive logical operations could be used by the third and fourth grade children. The data also indicate that the speed and acceleration tasks that use extensive logical operations could be used by some fifth and sixth grade childre

ISSN:0022-4308    

DOI:10.1002/tea.3660090303

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

年代:1972

数据来源: WILEY

摘要:

AbstractThe purpose of this study was to determine if achievement on a series of problems was affected by differences among task values within a dimension. Values within inference pattern, goal object, and percept dimensions were studied. One hundred and sixty primary school children participated in the study. An analysis of the results of their achievement on the tasks indicate that task solution is affected by the dimension values used in this study. The results of the study suggest that a multidimensional scale of task dimension values should be constructed in order to assist the curriculum specialist in the construction and sequencing of concept tasks for specific grade levels.

ISSN:0022-4308    

DOI:10.1002/tea.3660090304

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

年代:1972

数据来源: WILEY

摘要:

AbstractThis study investigated the relationships between verbal predictive ability, as measured by a word deletion technique called the “cloze procedure,” and performance on selected science process tasks. The results of the study confirmed a highly significant relationship between the two variables, but failed to show that verbal predictive ability is a significantly better predictor of process task achievement than is a standardized test of verbal ability. It is suggested that the results could be utilized in the design of teacher education programs in science if these programs focus primarily on the processes of scie

ISSN:0022-4308    

DOI:10.1002/tea.3660090305

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

年代:1972

数据来源: WILEY

摘要:

AbstractThe problem for this study was the identification of earth science concepts recommended by scholars in earth science for inclusion in the R‐12 science curriculum. Three panels of earth science scholars assisted in the study. The third panel was selected in such a manner as to insure that the judgement of the entire memberships of five major professional organizations within the earth sciences would be represented within specified limits. The final concept list contained fifty‐two earth science concepts.The claim is not made that the concept list which was developed is a complete list of earth science concepts which earth science scholars believe to be important for inclusion in the K‐12 science program; the list is to be regarded as a sample of those concepts which would form a complete list. However, it would seem that due to the method of compiling the list that a majority of the earth science concepts which earth science scholars rate as most important for inclusion in the K‐I2 science program would be

ISSN:0022-4308    

DOI:10.1002/tea.3660090306

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

年代:1972

数据来源: WILEY

ISSN:0022-4308    

DOI:10.1002/tea.3660090307

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

年代:1972

数据来源: WILEY

ISSN:0022-4308    

DOI:10.1002/tea.3660090308

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

年代:1972

数据来源: WILEY

ISSN:0022-4308    

DOI:10.1002/tea.3660090309

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

年代:1972

数据来源: WILEY

摘要:

AbstractThis study was designed to isolate the attitude of high ability ninth grade BSCS students toward instruction utilizing “Invitations to Enquiry.” Both control and experimental groups received similar instruction with the addition of twenty “Invitations” to the experimental classes over an eight week period.No significant differences in attitudinal scores as measured by Remmer'sA Scale to Measure Attitude Toward Any School Subjectwas found when the poststudy scores were adjusted for prestudy attitude, IQ and mid‐study attitude or when the attitude at the end of four weeks of the study was adjusted using prestudy attitu

ISSN:0022-4308    

DOI:10.1002/tea.3660090310

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

年代:1972

数据来源: WILEY

摘要:

AbstractThe purpose of the study was to examine the change in attitudes toward science and the scientific institution which had occurred among undergraduate university students between 1967 and 1971. Two similar cohorts of university undergraduates were given Form A of the Schwirian Science Support Scale (Tri‐S) in 1967 and 1971. The populations were 398 students and 153 students, respectively. Data concerning relevant contingent independent variables were also collected.The data were analyzed utilizing nine, two‐way analyses of variance. The major independent variable, time of administration, (1967 and 1971) was always one factor; the second factor in each ANOVA consisted of each of the nine contingent independent variables: (1) age; (2) sex; (3) religious preference; (4) father's education; (5) mother's education; (6) father's occupation; (7) academic major; (8) hometown size; and (9) type of high school.The data from the nine, two‐way ANOVA's show significant differences (p<.05 ) in only two instances. In the case of the association of the Tri‐S Scores with father's occupation at times one and two, it was observed that the higher the status of the father's occupation, the higher the student's Tri‐S score. This relationship was observed in both 1967 and 1971; there was no significant effect of time. Statistically significant differences in Tri‐S scores were also observed among students from different sized hometowns; and in this case, there was a change over time. In 1967 students from small and medium‐sized communities had significantly lower Tri‐S scores than students from farms and large cities. By 1971 the mean scores of the students from small and medium sized communities had increased, producing scores slightly higher than the farm and city students.The findings indicate that the 1971 Midwestern university students in the sample are no less positive in their attitudes toward science than their 1967 counterparts. No significant differences between overall 1967 and 1971 scores exist and no significant differences over time were observed by age, sex, religious preference, father's or mother's education, father's occupation, academic major, or h

ISSN:0022-4308    

DOI:10.1002/tea.3660090311

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

年代:1972

数据来源: WILEY