ISSN:0036-8326    

DOI:10.1002/sce.3730700102

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

年代:1986

数据来源: WILEY

ISSN:0036-8326    

DOI:10.1002/sce.3730700103

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

年代:1986

数据来源: WILEY

ISSN:0036-8326    

DOI:10.1002/sce.3730700104

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

年代:1986

数据来源: WILEY

ISSN:0036-8326    

DOI:10.1002/sce.3730700105

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

年代:1986

数据来源: WILEY

ISSN:0036-8326    

DOI:10.1002/sce.3730700106

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

年代:1986

数据来源: WILEY

摘要:

AbstractThe most logical place to start addressing a new energy ethic and its implications for daily life is the elementary school. While young children tend not to be big energy users, they can be taught to view energy in a different way from the way their parents view it. This can be accomplished by elementary teachers in much the same way that they try to teach good health habits or the practice of looking both ways before crossing the street. Perhaps the elementary school is also the place to begin introducing the idea that energy conservation does not necessarily mean doing with less, but using energy more wisely.Teachers serve as a vital link between what society thinks is important and what is taught to elementary age children. This is especially true when considering that the attitudes that teachers possess can be easily passed on to their students (Hone&Carswell, 1969) and thus reflected in their future behavior (Ajzen&Fishbein, 1980). It is desirable, therefore, that an ethical procedure be identified that enhances the probability of teachers including energy conservation topics in the elementary school curriculum. The persuasive communication model of attitude change has been demonstrated to function as such an ethical procedure within the context of science education (Grabowski, Shrigley,&Welliver, 1980; Koballa&Shrigley, 1983).

ISSN:0036-8326    

DOI:10.1002/sce.3730700107

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

年代:1986

数据来源: WILEY

ISSN:0036-8326    

DOI:10.1002/sce.3730700108

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

年代:1986

数据来源: WILEY

ISSN:0036-8326    

DOI:10.1002/sce.3730700109

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

年代:1986

数据来源: WILEY

摘要:

AbstractEducators are constantly searching for teaching procedures that will produce greater cognitive learning and at the same time make learning more appealing. Also, faced with economic problems, educators are looking for techniques that are both inexpensive and effective. The teaching strategy, Graphic Organizers, explained and used in the study reported here, presents information in an organized and structured manner with no expenditures other than paper, pencil, and instructor time. Graphic organizers require minimal training time with teachers, little investment in materials, no investment in equipment, and no change in the existing physical plant. Research conducted (Hawk, 1982; Hawk, McLeod and Jeane, 1981) using graphic organizers has shown them to be significantly beneficial to student achievement.

ISSN:0036-8326    

DOI:10.1002/sce.3730700110

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

年代:1986

数据来源: WILEY

ISSN:0036-8326    

DOI:10.1002/sce.3730700101

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

年代:1986

数据来源: WILEY