摘要:

AbstractThis study was designed to investigate the effect of teacher‐induced imagery generation on rule recall and transfer. The independent variables were the degree of imagery encouragement during instruction and the reported utilization of images while performing problem solving tasks on a criterion test. The dependent variable was scores on the criterion test. The results of the study indicate that imagery utilization significantly facilitates rule recall and also that imagery encouragement during instruction leads to significant rule transfer gains for low imagery students. The implications of these findings for teaching are addresse

ISSN:0022-4308    

DOI:10.1002/tea.3660230101

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

年代:1986

数据来源: WILEY

ISSN:0022-4308    

DOI:10.1002/tea.3660230102

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

年代:1986

数据来源: WILEY

摘要:

AbstractThis paper reports data on student attitudes to chemistry obtained with the Student Opinion Survey in Chemistry (SOSC). These data were obtained as part of an evaluation of the Australian Academy of Science's School Chemistry Project, a project to develop chemistry curriculum materials for the last two years of high school in Australia. The results obtained in the present study are compared with those reported by Heikkinen (“A study of factors influencing student attitudes towards the study of high school chemistry,” Unpublished doctoral dissertation, University of Maryland, 1973). The potential usefulness of using the same instrument in cross‐national studies is disc

ISSN:0022-4308    

DOI:10.1002/tea.3660230103

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

年代:1986

数据来源: WILEY

摘要:

AbstractThis article describes an investigation into the effects of instruction using microcomputer simulations and conceptual change strategies. The microcomputer program was designed in accord with a model of conceptual change to diagnose and remediate an alternative conception of velocity. Results show that, first, the microcomputer simulations are credible representations of reality, and second, that the remedial part of the program produced significant conceptual change in students holding the alternative conception.

ISSN:0022-4308    

DOI:10.1002/tea.3660230104

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

年代:1986

数据来源: WILEY

摘要:

AbstractSeparate tests of mathematics skills, proportions and translations between words, and mathematical expression given the first week of class were correlated with performance for students who completed a college physics course (completes) and students who dropped the course (drops). None of the measures used discriminated between completes and drops as groups. However, the correlations between score on the test of math skills and on both of the measures involving mathematical reasoning (proportions, and translations) were dramatically different for the two groups. For the completes, these correlations were slightly negative, but not significant. For the drops, the correlation was positive and signficant at thep<0.01 level. This suggests the possibility that the students who complete the course tend to have independent cognitive skills for the “mechanical” mathematical operations and for questions requiring some degree of reasoning, while, in contrast, the same skills for students at high risk for dropping overlap significantly. The study also found that when students are given the results of mathematics skills tests in a diagnostic mode, with feedback on specific areas of weakness and time to remediate with self study, the correlation between mathematics and physics is lower than previously reported val

ISSN:0022-4308    

DOI:10.1002/tea.3660230105

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

年代:1986

数据来源: WILEY

摘要:

AbstractThe intent of this study was to investigate possible relationships among the constructs of attitudes toward science, interest in science, science curiosity, and self‐concept of science ability. Data were collected from 228 sixth‐grade students by way of four Likert‐type instruments, each of which measured a given attribute. Statistical procedures included univariate and multivariate analysis of variance, product‐moment correlations, canonical correlations, multiple regression analysis, and factor analysis. The results indicated that attitudes toward science, interest in science, and science curiosity are highly related. Implications for classroom science teaching and suggestions for future research have also been di

ISSN:0022-4308    

DOI:10.1002/tea.3660230106

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

年代:1986

数据来源: WILEY

摘要:

AbstractA neuromathematical model of information processing applied to science learning is exanded to include coefficients representing the motivational state of the learner. Two coefficients be included: (1) an exponential coefficient in the gain function representing largely a change rate of learning associated with varying motivation, and (2) an initial factor in the gain quation change in motivation at the outset of a learning task. The inclusion of these variables permits modeling of the effects of variations in motivation on the rate and amount of information in a larning task.

ISSN:0022-4308    

DOI:10.1002/tea.3660230107

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

年代:1986

数据来源: WILEY

摘要:

AbstractPerformance in science reasoning tasks is a significant objective in modem science instruction and increasing emphasis is being placed on the development of higher cognitive processes in science education. An empirical analysis of the relationship between science reasoning skills and the amount of information acquired during science learning as predicted by a neuromathematical model of information processing is presented. As the neuromathematical model includes a variable representing verbal ability, it is to be expected that a direct relationship exists between the amount of knowledge gained as predicted by the model and reasoning ability. The purpose of this research is to derive a formal quantitative statement for the relationship between knowledge acquisition predicted by the neuromathematical equation and scientific reasoning skills. A linear regression equation is obtained relating performance on a science reasoning task to the amount of information acquired as predicted by the neuromathematical model. This research provides a first approximation to providing a theoretical and empirical link between information processing and higher cognitive thought processes in science education.

ISSN:0022-4308    

DOI:10.1002/tea.3660230108

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

年代:1986

数据来源: WILEY

摘要:

AbstractThe theories of Jean Piaget and William Perry provide two different theories of intellectual development with several similiarities, but also with critical differences. In this study a comparison was made to determine whether the two theories describe operation of the same mental structures or two fundamentally different aspects of intellectual development. The results, based upon individual interviews of all participants, indicate that the two theories outline different and independent processes for assessing intellectual development.

ISSN:0022-4308    

DOI:10.1002/tea.3660230109

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

年代:1986

数据来源: WILEY