摘要:

AbstractMost of the articles and dissertations dealing with cognitive preferences which were written since the invention of the construct in the early 1960s have been reviewed. Fifty‐four of them were found suitable for meta‐analysis. The meta‐analysis presents means and standard deviations of reliabilities, correlations, standard scores, and effect sizes. The effects and relationships of cognitive preferences and important school and learning related variables were studied. The results provide base line data for comparative purposes and offer empirical evidence which support the construct validity of cognitive prefer

ISSN:0022-4308    

DOI:10.1002/tea.3660220101

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

年代:1985

数据来源: WILEY

摘要:

AbstractThis study describes the development and validation of a science and engineering (S/E) career interest survey (CIS). This 56 question survey was developed to measure the overall S/E career interests of 7th through 9th grade students. In the CIS, a S/E career is characterized as one which requires the completion of at least a four‐year college program with a major in science, science education, or engineering. The CIS is divided into four major parts. In Part I (30 questions), students are expected to select from occupational activities, while in Part II (20 questions) they are to select from various occupations. Part III (5 questions) and Part IV together make up the CIS internal verification scale. The CIS test‐retest reliability coefficients for one week and eight months were calculated as 0.96 (n = 57, grades 7–9) and 0.78 (n = 1937, grade 8), respectively. The KR‐21 estimate for the CIS was calculated as 0.92. Criterion‐related validity coefficients were calculated in two ways: (a) CIS scores were correlated with the Kuder GIS science subscale (r = 0.75, n = 45, grades 7–9), and (b) CIS scores were correlated with a CIS internal verification scale (r = 0.59, n = 127, grades 7–9). Evidence to support the construct validity of the CIS was collected by two methods: (a) for 7–9 grade students (n = 45), the CIS score was found to correlate 0.75 with the scientific subscale and −0.42 with the artistic sub‐scale, of the Kuder GIS. (b) the second method compared the scores of known groups. Test results for students in grades 7‐9 (n = 127; n = 1937) showed a statistically significant difference between the scores of boys and girls on S/E career interest. The readability of the CIS wa

ISSN:0022-4308    

DOI:10.1002/tea.3660220102

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

年代:1985

数据来源: WILEY

摘要:

AbstractThe Israeli paper‐and‐pencil matriculation examination in biology has been one of the most powerful means for implementing an inquiry oriented high school biology program based on the U.S. BSCS. The first version of this examination was described and analyzed in JRST in 1972. This article describes the changes and effects of this examination during the years and compares the examination of the year 1982 with that of 1969. Implications for upgrading science education are discus

ISSN:0022-4308    

DOI:10.1002/tea.3660220103

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

年代:1985

数据来源: WILEY

摘要:

AbstractWhy are some students able to learn to use the trial and error method to balance chemical equations while others are not? To test the hypothesis that formal reasoning is required to balance even simple one‐step equations, while formal reasoning and a sufficiently large mental capacity are required to balance more complex many‐step equations, a sample of science students was tested to determine level of intellectual development, mental capacity, and degree of field dependence/field independence. Students were then given classroom instruction in using trial and error to balance equations. As predicted, a posttest revealed significant correlations between developmental level and equation balancing ability for both simple and complex equations. Also, as predicted, mental capacity correlated significantly with complex equations but not with simple equations. Field dependence/field independence played no significant role in performance. Educational implications are dr

ISSN:0022-4308    

DOI:10.1002/tea.3660220104

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

年代:1985

数据来源: WILEY

摘要:

AbstractA persistent error has been observed among students in introductory biology and genetics. In interviews and examinations, many students express the belief that amino acids are produced by genetic translation (protein synthesis). The evidence suggests that at least four underlying factors contribute to error occurrence: (1)strong word associationbetween the terms “amino acids” and “proteins”, (2)confusionresulting from familiar and unfamiliar levels of generality and specificity, (3)conflictresulting from the dual roles of some proteins as participants in and products of translation, and (4)lack of knowledgeabout the actual origins of amino acids in cells. Implications for teaching are di

ISSN:0022-4308    

DOI:10.1002/tea.3660220105

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

年代:1985

数据来源: WILEY

摘要:

AbstractStudents were given clearly defined, characteristics for the identification of minerals and rocks. This system requires visual identification of decisive characteristics, not rote memorization. In addition, this classification system differs from the usual method of first grouping rocks into the igneous, sedimentary, and metamorphic categories. In this study the initial grouping of rocks was crystalline or noncrystalline. Two groups of students (preservice elementary teachers&students in geology courses) were tested on their ability to identify, the characteristics listed in Figure 1. The preservice teachers were anxious about teaching students to identify minerals and rocks. This initial high anxiety was reduced by completion of the task of identification. Students in geology classes were given the same task as the preservice teachers. However, the students in geology courses were not anxious about identifying minerals and rocks. Further analysis of the geology students showed that students whose grades on the lab exam were above the mean had low initial anxiety and the level of anxiety was reduced after the exam. Geology students with grades below the mean had high initial anxiety and the anxiety level was elevated after the exam. This indicates an inverse relationship between anxiety and performance in these students, and supports the work of researchers in the field of psychology.

ISSN:0022-4308    

DOI:10.1002/tea.3660220106

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

年代:1985

数据来源: WILEY

摘要:

AbstractPresent instructional trends in science indicate a need to reexamine a traditional concern in science education: the readability of science textbooks. An area of reading research not well documented is the effect of color, visuals, and page layout on readability of science materials. Using the cloze readability method, the present study explored the relationships between page format, grade level, sex, content, and elementary school students ability to read science material. Significant relationships were found between cloze scores and both grade level and content, and there was a significant interaction effect between grade and sex in favor of older males. No significant relationships could be attributed to page format and sex. In the area of science content, biological materials were most difficult in terms of readability followed by earth science and physical science. Grade level data indicated that grade five materials were more difficult for that level than either grade four or grade six materials were for students at each respective level. In eight of nine cases, the science text materials would be classified at or near the frustration level of readability. The implications for textbook writers and publishers are that science reading materials need to be produced with greater attention to readability and known design principles regarding visual supplements. The implication for teachers is that students need direct instruction in using visual materials to increase their learning from text material. Present visual materials appear to neither help nor hinder the student to gain information from text material.

ISSN:0022-4308    

DOI:10.1002/tea.3660220107

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

年代:1985

数据来源: WILEY

摘要:

AbstractThis study was to determine whether cooperative small groups would stimulate creativity of fith and sixth grade students more than an individualized learning environment. Student aptitudes for creative and academic work were assessed on the Torrance Tests of Creative Thinking (Verbal Form A), analysis of student created electrical circuit diagrams, and a batteries and bulbs prediction test. A measure of student perceptions was also used to indicate any changes in attitudes toward the science activity and learning environment. A posttest control group design was used with 11 I fifth and sixth grade students. Half of the population worked by themselves, while the other half (experimental) worked in a student‐structured environment on the same science activity which involved creating as many different types of electrical circuits from a given set of batteries and bulbs as possible. An overall conclusion is that fifth and sixth grade students working within small cooperative groups can be more creative as measured by a figural creativity test with electrical circuits than students working alone. The implication of this study is that small cooperative groups as well as individualized groups should be used in elementary science classes when creativity is one of the instructional objective

ISSN:0022-4308    

DOI:10.1002/tea.3660220108

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

年代:1985

数据来源: WILEY

ISSN:0022-4308    

DOI:10.1002/tea.3660220109

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

年代:1985

数据来源: WILEY