摘要:

AbstractThe importance of reporting explained variance (sometimes referred to as magnitude of effects) in ANOVA designs is discussed in this paper. Explained variance is an estimate of the strength of the relationship between treatment (or other factors such as sex, grade level, etc.) and dependent variables of interest to the researcher(s). Three methods that can be used to obtain estimates of explained variance in ANOVA designs are described and applied to 16 studies that were reported in recent volumes of this journal. The results show that, while in most studies the treatment accounts for a relatively small proportion of the variance in dependent variable scores., in., some studies the magnitude of the treatment effect is respectable. The authors recommend that researchers in science education report explained variance in addition to the commonly reported tests of significance, since the latter are inadequate as the sole basis for making decisions about the practical importance of factors of interest to science education researchers.

ISSN:0022-4308    

DOI:10.1002/tea.3660180102

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

年代:1981

数据来源: WILEY

ISSN:0022-4308    

DOI:10.1002/tea.3660180103

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

年代:1981

数据来源: WILEY

ISSN:0022-4308    

DOI:10.1002/tea.3660180104

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

年代:1981

数据来源: WILEY

ISSN:0022-4308    

DOI:10.1002/tea.3660180105

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

年代:1981

数据来源: WILEY

ISSN:0022-4308    

DOI:10.1002/tea.3660180106

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

年代:1981

数据来源: WILEY

ISSN:0022-4308    

DOI:10.1002/tea.3660180107

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

年代:1981

数据来源: WILEY

ISSN:0022-4308    

DOI:10.1002/tea.3660180108

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

年代:1981

数据来源: WILEY

摘要:

AbstractThe purpose of this study was to reexamine Piagetian stages by way of the application of cluster analysis and to seek information concerning the occurrence of stages and the influence of different tasks and gender on cluster patterns. Six Piagetian tasks were administered to 182 males and 176 females ages 9 through 18 years old. Analysis and interpretation of the data suggested the following conclusions: (1) Piagetian stages exist as a general sequence through which intellectual development progresses; however, the males in the study conformed more to Piagetian stages than did the females; (2) deviation from Piagetian stages was influenced by gender and the type of task; (3) lack of synchronization of substages across several tasks suggested that Piagetian tasks were more situation‐specific than indicated by Piaget, and it also helped to explain why strong, correlations among tasks at a given level have been difficult to obtain; (4) for the males, the greatest discontinuity occurred between substages IIIA and IIIB, not between IIB and IIIA as stated by Piaget; and (5) the group of 13‐year‐old females tended to cluster with the 17‐ and 18‐year‐old female groups, but it was no

ISSN:0022-4308    

DOI:10.1002/tea.3660180109

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

年代:1981

数据来源: WILEY

ISSN:0022-4308    

DOI:10.1002/tea.3660180110

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

年代:1981

数据来源: WILEY

ISSN:0022-4308    

DOI:10.1002/tea.3660180111

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

年代:1981

数据来源: WILEY