ISSN:0022-4308    

DOI:10.1002/tea.3660280102

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

年代:1991

数据来源: WILEY

摘要:

AbstractTwenty high school physics teachers were interviewed to determine their awareness of student alternate conceptions in the areas of force and gravity. The teachers were also asked to indicate preferred teaching strategies dealing with alternate conceptions. Teacher predictions of student responses were compared to alternate conceptions held by 315 grade‐nine students and published findings from other research studies. Edmonton students were found to possess nearly every alternate conception identified in previous research, in similar proportions. A few previously undocumented alternate conceptions were also identified. At times, students were observed to arrive at the currently acceptable conclusion by using alternate conceptions. The high school physics teachers, as a group, identified nearly all the alternate conceptions used by the students. However, individual teachers were generally aware of only a few alternate conceptions, with fully one third of them possessing alternate conceptions themselves in one or more of the tasks. The teachers were also unable to predict with any accuracy the different types of student responses or the proportion of students choosing each alternative. The teaching strategies outlined by the teachers would be considered only partially effective according to current research finding

ISSN:0022-4308    

DOI:10.1002/tea.3660280103

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

年代:1991

数据来源: WILEY

摘要:

AbstractMost Piagetian formal operational reasoning tasks show horizontal decalage; that is, subjects pass certain tasks and fail others that have the same logical structure. The study reported here analyzes the importance of individual difference variables, as postulated by the neo‐Piagetian theory of Pascual‐Leone, in explaining subject performance in formal reasoning. A sample of 72 freshman students were administered a test of formal reasoning having 20 items of different types of reasoning, and the tests of the individual difference variables. Results obtained from multiple regression analyses show that Pascual‐Leone's structural M‐capacity (Ms) is the most consistent predictor of success in the different formal reasoning tasks, followed by Witkin's cognitive style, and to a much lesser degree Raven's progressive matrices, and Pascual‐Leone's functional M‐capacity (Mf). It was found that in the total score on the 20 items of formal reasoning, Msaccounted for 23.3% of the variance (R= 0.483,F= 6.39,p= 0.014) and Witkin's Group Embedded Figures Test, increased the multipleRsignificantly (F= 7.77,p= 0.007) and accounted for 7.6% of the variance. Mfand the Raven test did not make a significant contribution to the regression equation. Correlation coefficients among most of the items having the same reasoning pattern but different content are generally low but statistically significant (p<0.01). Intercorrelations among items having the same formal reasoning pattern and content are fairly high (p<0.001). These results emphasize the importance of individual difference variables: information‐processing capacity (Pascual‐Leone) and oversensitivity to potentially misleading information (Witkin). It is suggested that in order to understand student performance in formal reasoning tasks, we should expect horizontal decalages as a rule and not the exception, as Piaget had postulated. Educational implica

ISSN:0022-4308    

DOI:10.1002/tea.3660280104

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

年代:1991

数据来源: WILEY

摘要:

AbstractA great deal of research has been done regarding science in‐service education and the conclusion can be drawn that positive results were generally achieved in workshop‐participant attitude and implementation of instructional approaches into the classroom. One of the most important effects of an in‐service workshop is upon the students of the teachers participating in an in‐service program, but rarely, if ever, is this parameter assessed in the in‐service evaluation design. This study investigated the relationships among (1) teacher's attitudes and implementation of in‐service workshop developed science materials (learning cycles) and (2) elementary school student's conservation reasoning and language used to describe properties of objects. Data were gathered from over 100 students from grades K‐5 and 16 teachers who had participated in an in‐service program. A representative comparison group of students and teachers was selected which generally matched the teachers participating in the in‐service workshop except for one variable–‐the comparison group taught science traditionally, that is, by exposition. Data from the research indicated that the teachers involved in the science in‐service workshop implemented the workshop‐developed learning cycles into their science classes. Significantly greater gains in conservation reasoning and language usage occurred with the students of the teachers participating in the science in‐service workshop as compared to students i

ISSN:0022-4308    

DOI:10.1002/tea.3660280105

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

年代:1991

数据来源: WILEY

摘要:

AbstractScience textbooks are dominant influences behind most secondary science instruction but little is known about teachers' approach to science reading. The purpose of this naturalistic study was to develop and validate aScience and Reading Questionnaireto assess secondary science teachers' attitudes toward science reading and their beliefs or informed opinions about science reading. A survey of 428 British Columbia secondary science teachers was conducted and 215 science teachers responded. Results on a 12‐item Likert attitude scale indicated that teachers place high value on reading as an important strategy to promote learning in science and that they generally accept responsibility for teaching content reading skills to science students. Results on a 13‐item Likert belief scale indicated that science teachers generally reject the text‐driven model of reading, but they usually do not have well‐formulated alternative models to guide their teaching practices. Teachers have intuitive beliefs about science reading that partially agree with many research findings, but their beliefs are fragmented and particularly sketchy in regard to the cognitive and metacognitive skills required by readers to learn from science texts. The findings for attitude, belief, and total scales were substantiated by further questions in theScience and Reading Questionnaireregarding classroom practice and by individual interviews and classroom observations of a 15‐teacher subsample of the questionnaire re

ISSN:0022-4308    

DOI:10.1002/tea.3660280106

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

年代:1991

数据来源: WILEY

ISSN:0022-4308    

DOI:10.1002/tea.3660280107

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

年代:1991

数据来源: WILEY

摘要:

AbstractThe purpose of this study was to assess the degree of ambivalence of the attitudes of twelfth‐grade biology pupils in Israel towards interventions of man in nature. A questionnaire was designed in which the pupils were confronted with arguments of different levels of potential relevance (personal, global, and philosophical), three against and three in favor of each of eight “interventions of man in natural processes.” The pupil was requested (a) to rate each argument independently and (b) to “vote,” as if in a public committee, for or against each technology. The degree of ambivalence–‐measured, for each item, by means of Kaplan's (1972) semantic differential half scales–‐was the degree to which the pupils agreed tobothpositive and negative arguments. Although clear majorities of pupils voted in favor of all the “interventions,” three main patterns of responses were found: general agreement, indifference, and ambivalence. These patterns were characterized in terms of (a) the mean ratings of the arguments, (b) the differences between mean positive and negative “personal” ratings, (c) the percentages of favorable votes, and (d) the degrees of ambivalence. It was shown that pupils were able to appreciate arguments against a certain technology even in cases of strong personal feelings in favor of the technology (high ambivalence). The development of such an ability may be one of the main objectives of science e

ISSN:0022-4308    

DOI:10.1002/tea.3660280108

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

年代:1991

数据来源: WILEY

摘要:

AbstractThis study supported two hypotheses. First, adjunct questions interacted with a science chart so powerfully that content established as difficult to learn in the pilot and in this study's control groups became easier to learn when charted. Second, students familiar with the chart test before instruction (test exposure) were better prepared to take this test after instruction. This adjunct‐question study examined the generalizability of selective‐attention and academic‐studying hypotheses to a modified science chart medium. About 300 high school students were randomly assigned to four conditions each including a vitamin chart (chart only, test exposure, importance of questions emphasized to students by teachers, and combinational conditions–‐test exposure and question importance) across 16 biology classrooms. Then these same students were again randomly assigned within each classroom to a control and to four question treatments (no questions, questions focusing on easy‐to‐learn charted content, questions focusing on difficult‐to‐learn charted content, and a combina

ISSN:0022-4308    

DOI:10.1002/tea.3660280109

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

年代:1991

数据来源: WILEY

ISSN:0022-4308    

DOI:10.1002/tea.3660280101

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

年代:1991

数据来源: WILEY