摘要:

AbstractPrior research on mastery learning has examined relationships between achievement and time on task, motivation variables, as well as the effects of prior learning. One can show that the results of prior research lead to certain requirements on a model for mastery learning. This article uses those requirements to develop a mathematical model for mastery learning. This model includes measures of a motivational factor and of thespecificability of a learner with respect to the content being learned. The model also contains a variable to reflect prior learning. The model has been developed to include a computer program which accepts student data and from whichpredictionscan be made and tested. Assumptions and limitations of the model are discussed, and some research questions are raised. In most respects the model proposed in this article is susceptible to the same tests and refinements as an empirical law in the physical or life sciences.

ISSN:0022-4308    

DOI:10.1002/tea.3660200102

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

年代:1983

数据来源: WILEY

摘要:

AbstractThe effects of diagnostic prescriptive instruction on learning has been the focus of many studies. The purpose of this article is to review and analyze the results of experimental studies based on diagnostic prescriptive instruction as it effects science achievement. Meta‐analysis techniques were used to condense and synthesize the results of a multiple set of empirical studies into an interpretable form. The statistic calculated is referred to as “effect size.” This value is based upon the group means and standard deviations established from reported data of each individual study. An ERIC search identified a body of studies which examined a total of 30 dependent variables. Subjects used in the combined studies numbered over 500 college, high school, and middle school students. From this information an effect size was calculated on each dependent variable. Data were organized by categorizing all treatments into one of three types: (1) control, no diagnosis and no prescription: (2) Treatment I, diagnosis and no prescription: or (3) Treatment II, diagnosis and prescription or remediation. A mean effect size was then calculated for each treatment type. The results indicated that diagnostic prescriptive instruction significantly and positively influences science achievement. But there is no clear indication from the body of research that the use of prescription or remediation in addition to diagnosis brings about a significant additional increase in achiev

ISSN:0022-4308    

DOI:10.1002/tea.3660200103

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

年代:1983

数据来源: WILEY

摘要:

AbstractTeaching commonly involves asking questions, in sequences that enable a teacher to control the direction and duration of subject‐matter discussion, while also maintaining attention and order. The form of questions and their role as means of instruction have received more study and discussion than the function of questions and their role in achieving particular ends of instruction. This study examines qualitatively the function of questions in developing arguments that establish scientific knowledge claims on the basis of reasons and evidence, and thereby suggest a rational attitude toward authority. Peters' (1966) distinction between a teacher's (rational) authority of knowledge and (traditional) authority of position is linked with Toulmin's (1958) pattern for rational arguments to establish a qualitative framework for judging the function of questions in arguments. Episodes from three science lessons are presented in verbatim transcription and analyzed to reveal three different ways in which teachers did not achieve the standard of suggesting a rational attitude toward authority. Question sequences such as these have a clear potential for distorting student understanding of the nature of scientific authority, with possible negative consequences for students' attitudes toward scienc

ISSN:0022-4308    

DOI:10.1002/tea.3660200104

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

年代:1983

数据来源: WILEY

摘要:

AbstractDuring the past twenty years, research, curriculum development, and instruction in science education have been influenced by Gagne's conception of science processes. This article reports an investigation of the epistomologic foundations of this conception. The results indicate that a commitment to inductive empiricism pervades the presently held view of science processes. A major tenet of this commitment is that conceptual knowledge results from the application of science processes in understanding natural phenomena and solving problems. Criticism of the commitment in light of recent developments in the philosophy of science reveals that there is limited philosophical support for this view. The implication is that if science educators continue to use the presently held view of science processes, the conception needs to be reformulated. Otherwise, there is a clear danger that students will be presented an inaccurate and inadequate view of science processes. The alternative is to view the exact nature of science processes as being dependent upon the conceptual knowledge that is used to understand a particular phenomena or problem.

ISSN:0022-4308    

DOI:10.1002/tea.3660200105

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

年代:1983

数据来源: WILEY

摘要:

AbstractThis study of perceptions of classroom environment is distinctive in that, first, it made use of two instruments (the Individualized Classroom Environment Questionnaire and Classroom Environment Scale) which have had very little use in prior science education research and, second, it involved assessment not only of student perceptions of actual environment, but also of student perceptions of preferred environments and teacher perceptions of actual environment. Administration of these instruments to a sample of 2175 junior high school students in 116 classes revealed that the environment scales exhibited satisfactory internal consistency reliability and discriminant validity in each of the three forms (student actual, student preferred, and teacher actual), and that there were some fascinating systematic differences between the profiles of environment scale scores obtained for the different forms. In particular, it was generally found that students preferred a more favorable classroom environment then was perceived as being actually present and that teachers perceived the environment of their classes more favorably than did students in the same classrooms.

ISSN:0022-4308    

DOI:10.1002/tea.3660200106

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

年代:1983

数据来源: WILEY

摘要:

AbstractThe emphasis given to experimental problem‐solving skills in science curriculum innovation has not been matched by the development of comparable assessment tools. Multiple‐choice tests were constructed for seven skills using learning hierarchies based on expert‐novice differences. The instruments were refined in three phases of field testing. The reliabilities of the tests are sufficient for making judgments of group performance, but are insufficient in a single administration for individual assessment. Evidence of the validity of the tests is presented and their worth is discussed within the framework of a theory of instru

ISSN:0022-4308    

DOI:10.1002/tea.3660200107

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

年代:1983

数据来源: WILEY

摘要:

AbstractFifty‐nine second‐year medical students were asked to solve 12 Piagetian formal operational tasks. The purpose was to describe the formal logical characteristics of this medical student sample (59 of a total 65 possible) in terms of their abilities to solve problems in four formal logical schemata‐combinatorial logic, probabilistic reasoning, propositional logic, and proportional reasoning. These tasks were presented as videotape demonstrations or in written form, depending on whether or not equipment manipulation was required, and were scored using conventional, prespecified scoring criteria. The results of this study show approximately 96% of the sample function at the transitional (Piaget's 3A level) stage of formal operations on all tasks and approximately 4% function at the full formal (Piaget's 3B level) stage of formal operations on all tasks. This sample demonstrates formal level thinking to a much greater degree than other samples reported in the literature to date and suggests these students are adequately prepared and developed to meet the challenge of their training (i.e., medical problem sol

ISSN:0022-4308    

DOI:10.1002/tea.3660200108

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

年代:1983

数据来源: WILEY

ISSN:0022-4308    

DOI:10.1002/tea.3660200109

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

年代:1983

数据来源: WILEY

ISSN:0022-4308    

DOI:10.1002/tea.3660200110

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

年代:1983

数据来源: WILEY

ISSN:0022-4308    

DOI:10.1002/tea.3660200111

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

年代:1983

数据来源: WILEY