ISSN:0022-4308    

DOI:10.1002/tea.3660270102

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

年代:1990

数据来源: WILEY

摘要:

AbstractIn order to provide a refreshing alternative to the majority of research reports, which malign science education and highlight its major problems and shortcomings, a series of case studies of exemplary practice was initiated to provide a focus on the successful and positive facets of schooling. The major data‐collection approach was qualitative and involved 13 researchers in hundreds of hours of intensive classroom observation involving 20 exemplary teachers and a comparison group of nonexemplary teachers. A distinctive feature of the methodology was that the qualitative information was complemented by quantitative information obtained from the administration of questionnaires assessing student perceptions of classroom psychosocial environment. The major trends were that exemplary science teachers (1) used management strategies that facilitated sustained student engagement, (2) used strategies designed to increase student understanding of science, (3) utilized strategies that encouraged students to participate in learning activities, and (4) maintained a favorable classroom learning environmen

ISSN:0022-4308    

DOI:10.1002/tea.3660270103

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

年代:1990

数据来源: WILEY

摘要:

AbstractThe purpose of this study was to investigate gender‐related differences in the relationship between the development of formal reasoning skills and learning interests during the early adolescent stage. For this purpose, 249 students, from seventh to ninth grade, were assessed for their level of mastery of formal reasoning skills by a test based on videotaped simple experiments. Learning interests were assessed by a written response to an open question. Results showed that adolescent boys develop patterns of formal reasoning before their girl classmates. In addition, boys tend to prefer science and technology subjects, while girls tend to prefer language, social studies, and humanities. Analysis of interactions showed that boys' tendency toward science and technology is positively correlated to their age and development of formal reasoning, while girls' tendency to the above subjects is positively related to their development of formal reasoning capacity, but inversely related to their age. Possible explanations to the above‐described findings and suggestions for instructional modes that may increase girls' interest in science and technology are discus

ISSN:0022-4308    

DOI:10.1002/tea.3660270104

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

年代:1990

数据来源: WILEY

ISSN:0022-4308    

DOI:10.1002/tea.3660270105

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

年代:1990

数据来源: WILEY

摘要:

AbstractProblem solving is recognized as a valuable educational experience in science. Thus genetics, essentially a problem‐solving science included in almost all high school biology courses, offers a fruitful area for studying student problem‐solving performance. The research reported in this article describes the performance of 30 high school students solving 119 problems generated by the computer program GENETICS CONSTRUCTION KIT (Jungck&Calley, 1985). Solving GCK problems requires students to plan experiments, generate and interpret data, and reason from effects (phenotypic data) to causes (genotypic data). Research data consisted of transcribed audiotapes of students thinking aloud as they solved problems and computer printouts of initial data and sequence of crosses. Transcripts were analyzed for common actions and comments made during the problem‐solving process in terms of initial data redescription and interpretation, hypothesis generation, cross data redescription and interpretation, solution synthesis, and solution confirmation. This study was done in an effort to add to the understanding of student problem‐solving strategies and to develop a model of student performance—a model that when combined with a model of expert performance may serve as a basis for improving genetics in

ISSN:0022-4308    

DOI:10.1002/tea.3660270106

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

年代:1990

数据来源: WILEY

摘要:

AbstractThe use of the expert‐novice technique in science education is examined critically. Four techniques that have been associated with expert‐novice investigations are discussed with respect to their methodological limitations: intact groups comparisons, think‐aloud procedure, retrospective studies, and naturalistic inquiries. All four, it is suggested, have serious limitations in their capability to inform instructional research. It is argued that experimental design is still the most appropriate method of use in assigning cause in instructional research involving novices and change in novices. Another question is raised regarding the appropriate target populations for expert‐novice research, and it is suggested that the concept of competence should be substituted for expertise. Appropriate populations under this construct are students who have moved from novice to com

ISSN:0022-4308    

DOI:10.1002/tea.3660270107

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

年代:1990

数据来源: WILEY

摘要:

AbstractThe authors' purpose in this study was to compare the integrated science process skill development of a cohort of American youngsters who studied science for several years in an activity‐based, materials‐oriented program to a group of Japanese youth whose science program is also activity based and a group of American youth whose science programs are textbook based and reading oriented. The means and standard deviations from Japanese and American textbook‐based data on eighth graders were available from earlier research. The authors administered an integrated science process skills test to 1,291 eighth graders in a northwest suburban Chicago school district whose activity‐based elementary science program is nationally recognized. Eight hundred twenty‐five students who had begun school in the district by the second grade were used for the comparison. Ninety‐nine percent confidence intervals were calculated about the scale and total score means for all groups. Results show that for all scales and the total score, the confidence intervals of the American activity‐based science group are above and do not overlap the corresponding confidence intervals of the American textbook science group. For three out of five scales and the total score, the confidence intervals of the Japanese group are above and do not overlap the corresponding confidence intervals of the American textbook science group. For two scales the confidence intervals overlap. For four test scales, the confidence intervals of the Japanese and American activity‐based science groups overlap. For one scale and the total score, the Japanese confidence intervals are above and do not overlap the corresponding confidence intervals of the American activity‐based science group. Discussion focuses upon an explanation of the more favorable performance by the Japanese group on the total score and implications of the results for representing more clearly the crisis in

ISSN:0022-4308    

DOI:10.1002/tea.3660270108

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

年代:1990

数据来源: WILEY

ISSN:0022-4308    

DOI:10.1002/tea.3660270109

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

年代:1990

数据来源: WILEY

ISSN:0022-4308    

DOI:10.1002/tea.3660270101

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

年代:1990

数据来源: WILEY