ISSN:0022-4308    

DOI:10.1002/tea.3660190602

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

年代:1982

数据来源: WILEY

摘要:

Abstract…the formation of operations always requires a favourable environment for “cooperation,” that is to say the operations carried out in common (e.g., the role of discussion, mutual criticism or support, problems raised as the result of exchange of information, heightened curiosity due to the cultural influence of a social group, etc. [Piaget,

ISSN:0022-4308    

DOI:10.1002/tea.3660190603

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

年代:1982

数据来源: WILEY

摘要:

AbstractThe purposes of this study were to (1) study changes in attitude toward science, school, and academic self among college biology students, and (2) to examine relationships between attitudes and achievement in an introductory college course in biology. The three attitude variables were assessed at the beginning and end of the study. Each of the three constructs was measured by the semantic differential and one additional instrument. One cognitive measure, biology achievement, was taken at the beginning and end of the study. This was accomplished by using the Nelson Biology Test. Another cognitive measure, grade in the course, as given by the instructor, was recorded at the end of the course. Normative data and correlation coefficients among pre‐ and postadministrations were calculated for each institution and the composite sample as well. An analysis of variance showed that while gains in scores on the Nelson Biology Test were significant beyond the 0.01 level of probability, changes in attitude scores were not. Correlations were calculated between the attitude and cognitive variables in this study. Relationships between academic self‐concept and achievement in biology were the strongest. Data from this study show that while student cognitive behavior was changed during an introductory college biology course, selected attitudes either stayed the same or became slightly more negative. Affective as well as cognitive gains would appear to be desirable goals in college courses. As we learn more about relationships that exist between cognition and affect, science educators at all levels will become better equipped to improve learning in scie

ISSN:0022-4308    

DOI:10.1002/tea.3660190604

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

年代:1982

数据来源: WILEY

摘要:

AbstractA National Science Foundation‐sponsored energy education inservice project was conducted during thirty, weekly sessions for twenty‐seven elementary school teachers throughout the 1979–1980 school year. Time was devoted to studying energy sources, demand for energy, and energy policy and decision making. Energy education curriculum materials were examined for each of these content areas, and an energy education unit was taught by each participant in his or her own classroom. TheEnergy Inventory, developed by The Biological Sciences Curriculum Study, was used with a pretest‐post‐test control group design to determine if the participants gained a significant amount of knowledge about energy and significantly changed their opinions about energy. Analysis of covariance indicates that significant changes in knowledge possessed and opinions held about energy were achieved during the thirty weekly sessions. Since most current energy education materials require a considerable amount of teacher knowledge about energy and modeling of good energy practices, it is assumed that teachers participating in this project will do a better job of teaching energy education materials than they might otherwise

ISSN:0022-4308    

DOI:10.1002/tea.3660190605

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

年代:1982

数据来源: WILEY

摘要:

AbstractTwo group paper‐pencil batteries, the Longeot (consisting of three subtests) and three puzzles (KLR) fromScience Teaching and the Development of Reasoning, were administered to 607 students from ninth and tenth grade mathematics and science classes. A subsample of 69 students was then administered three Inhelder tasks (chemicals, rods, and shadows). In general, the expected developmental trends were confirmed, with formal status being most difficult to attain on the Inhelder tasks and easiest to attain on the Longeot. The correlations between the KLR and Inhelder (0.61,p<0.01) and the Longeot and Inhelder (0.55,p<0.05) were moderately high. According to the method of Shayer (Note 2), it was found that each of five paper‐pencil subtests discriminates at or between the 2B (late concrete) and 3A (early formal) levels while the sixth subtest, the mealworm puzzle, was found to discriminate at the 3A level. This study indicates that either group battery may be useful in identifying transitional subjects. However, if a more stringent criterion of “formal” is needed, a “success” rate of four or five out of the six subtests may be required. Both group batteries are relatively easy to administer and score with a minimum of guidance, although the KLR scoring might need to be simplified for use by the practitioner. Sex differences found on the KLR and the Longeot are suggestive of the potential differential use of these tests by researchers investigating sex differences in achievement

ISSN:0022-4308    

DOI:10.1002/tea.3660190606

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

年代:1982

数据来源: WILEY

摘要:

AbstractThe purpose of this study was to ascertain the level of agreement or disagreement between principals and teachers when using established criteria to measure the effectiveness of a biology teacher. To obtain information regarding their perceptions of an outstanding biology teacher, twenty‐two principals and forty‐one biology teachers were chosen randomly from English‐speaking high schools within a 50 km radius of metropolitan Montreal, Quebec, Canada. The measuring instrument was a modified version of Dieter's questionnaire that evolved from his doctoral study of the National Association of Biology Teachers‐Outstanding Biology Teacher Award Program. The data collected from the two populations were tested using one‐way ANOVA (analysis of variance) or by applying normal approximation. Results indicated that both the principals and teachers agree on the relative importance of most criteria, particularly those related to the teacher's classroom behavior and academic background in biology. From such results, it was possible to construct one stereotype of the outstanding biology teacher. A number of recommendations were made from the results of the study, which were directed to the (a) teachers and their professional organization, (b) principals and the school boards, (c) teacher training institutions, and (d) researchers in teacher e

ISSN:0022-4308    

DOI:10.1002/tea.3660190607

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

年代:1982

数据来源: WILEY

摘要:

AbstractMuch interest has been shown recently in teacher expectation or “self‐fulfilling prophecy” effects, despite the difficulty of making objective observations of the phenomenon. The present case study concerns a population of twelve mixed‐ability chemistry classes in a comprehensive school in the U.K. The poor behavior of one of the groups led to a stigma being attached to it by staff, and for various doubtful reasons, this became associated with another class as well. A statistical analysis of examination marks shows that neither reputation was justified in terms of academic achievement, and quantifies possible teacher expectation effects arising from the situation. The findings demonstrate the ease with which academic achievements can be hampered unwittingly by the prejudices of a teacher even in a well‐structured learning

ISSN:0022-4308    

DOI:10.1002/tea.3660190608

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

年代:1982

数据来源: WILEY

摘要:

AbstractEducational studies that attempt to identify variables contributing significantly to student learning of science concepts often rely on careful construction of operational definitions as a means of controlling treatment variables. It is argued that this is not sufficient in a behavioral experiment such as in a science classroom because students may not behave as planned. In such research, quantitative treatment verification is necessary. A survey of the use of treatment verification in science teaching research is presented as well as one such procedure in detail. If the researcher finds significant differences between treatment groups on dependent measures, and if differences for student‐teacher behaviors between treatments are quantified and determined to differ significantly, the researcher has a much stronger case for arguing causation than if treatment verification had not been employe

ISSN:0022-4308    

DOI:10.1002/tea.3660190609

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

年代:1982

数据来源: WILEY

摘要:

AbstractTo assess the impact of the innovative precollege science curricula of the past twenty years on learning, a search was conducted using the computer‐assistedBibliographic Retrieval System (BRS), the ERICAnnual Summaries of Research in Science Education, andDissertation Abstracts International.A total of 151 effect sizes were obtained from 33 studies representing 19,149 junior and senior high school students in the United States, Great Britain, and Israel. Study‐weighted analysis yielded an overall mean effect size of 0.31 significantly favorable to the innovative curricula [t(25) = 2.183,p<0.05] on all outcomes. Student performance in innovative curricula averaged in the 62nd percentile relative to the control norm. Tabulation of signed comparisons indicated that sixty‐four out of eighty‐one unweighted outcomes were favorable to the innovative curricula. Separate analyses for test content bias, methodological rigor, type of learning, and student characteristics showed no significant differences across these cat

ISSN:0022-4308    

DOI:10.1002/tea.3660190610

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.3660190611

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

年代:1982

数据来源: WILEY