摘要:

AbstractThe purpose of this study was to determine the level of agreement or disagreement between principals and teachers when using established criteria to measure the effectiveness of a science teacher. To obtain this information, 28 principals and 81 science teachers were randomly selected to complete an instrument for their perceptions of an outstanding science teacher. The respondents involved in this study were employed in the English‐speaking high schools in the Province of Québec, Canada. The questionaire was constructed from a model based on the theoretical framework of previous research in science education and instructional theories. The data collected from the two populations were tested using the arithmetic mean, Pearson chi‐square and cross tabulation using the Lambda&Gamma tests to determine the strength or form of the association between the two variables (position and perception). Results indicated that the high school principals and science teachers agree on the relative importance for most of the evaluative criteria. From such results it was possible to construct a profile of the attributes of an outstanding science teacher, and also, to make recommendations to school board officials, school principals, science teachers, and researchers in the field of educa

ISSN:0022-4308    

DOI:10.1002/tea.3660240102

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

年代:1987

数据来源: WILEY

摘要:

AbstractThis study was designed to determine the influence of resequencing general science content on sixth grade students' science achievement, attitudes toward science, and interest in science. Resequencing content was accomplished for experimental group students through revising the order of textbook chapters in a general science course, in order to clarify content structure and establish interrelationships among major concepts. The subjects were 203 sixth grade learners randomly assigned to the two treatment groups of resequenced content and nonresequenced content. The findings revealed that students for whom content structure was clarified through resequencing general science chapters exhibited significantly higher science achievement, significantly more positive attitudes toward science, and significantly greater interest in science than students for whom general science content was not resequenced.

ISSN:0022-4308    

DOI:10.1002/tea.3660240103

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

年代:1987

数据来源: WILEY

摘要:

AbstractThe purpose of this research was to determine the relative effects of the presentation style of questions inserted into text materials for students in university introductory biology. The sample was randomly assigned to seven treatment groups of approximately equal size and read a 2,354‐word passage on bacterial adaptations taken from a popular university general biology textbook. Experimental treatment groups read the same passage with (1) questions placed at the beginning of selected paragraphs and with the questions presented with (2) underlining, (3) in uppercase, (4) set above the paragraph, (5) underlined and set above, and (6) set above in uppercase respectively. The criterion variable was a 20‐item multiple‐choice exam with five possible answers per question given once to all students immediately after they read the passage and again exactly four weeks later. Presentation strategy groups were contrasted against the reading without questions groups. Four of the six groups reading with questions at the beginning of the paragraph scored significantly higher on the test given immediately after the reading than the group reading without questions. There were no significant differences between any of the group scores for the test given four weeks after reading. Other differences in results between these strategies and implications for text writers are disc

ISSN:0022-4308    

DOI:10.1002/tea.3660240104

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

年代:1987

数据来源: WILEY

摘要:

AbstractSeveral recent studies suggest concrete learners make greater gains in student achievement and in cognitive development when receiving concrete instruction than when receiving formal instruction. This study examined the effect of concrete and formal instruction upon reasoning and science achievement of sixth grade students. Four intact classes of sixth grade students were randomly selected into two treatment groups; concrete and formal. The treatments were patterned after the operational definitions published by Schneider and Renner (1980). Pretest and posttest measures were taken on the two dependent variables; reasoning, measured with Lawson's Classroom Test of Formal Reasoning, and science achievement, measured with seven teacher made tests covering the following units in a sixth grade general science curriculum: Chemistry, Physics, Earth Science, Cells, Plants, Animals, and Ecology. Analysis of covariance indicated significantly higher levels (better than 0.05 and in some cases 0.01) of performance in science achievement and cognitive development favoring the concrete instruction group and a significant gender effect favoring males.

ISSN:0022-4308    

DOI:10.1002/tea.3660240105

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

年代:1987

数据来源: WILEY

摘要:

AbstractThe purpose of this study was to compare the effects of two methods of instruction designed to teach preservice elementary teachers to acquire and retain integrated science process skills. In one section instruction was provided by the teacher, whereas in the other section, instruction was provided by written self‐paced self‐instructional materials. Results indicated that the self‐instructional method was significantly more effective than the teacher‐directed method. Both treatments produced long‐lasting retentio

ISSN:0022-4308    

DOI:10.1002/tea.3660240106

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

年代:1987

数据来源: WILEY

摘要:

AbstractThis study investigated whole class interactions in 200 science lessons involving 15 teachers and students from grades 8 to 12 in two urban Australian high schools. A relatively small number of 3–7 “target students” monopolized whole class interactions. In most instances target students were male. Compared to others in the class, target students asked more questions of the teacher, were called on to respond to higher cognitive level questions, and received higher quality feedback. Two types of target student were identified. The students who actively participated in classroom interactions in a self‐initiated manner tended to accept responsibility for their academic achievement and for interactions with others. The second type of target student, who participated as a consequence of being selected by the teacher, tended to have higher formal reasoning ability and achieve at a higher level than others in th

ISSN:0022-4308    

DOI:10.1002/tea.3660240107

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

年代:1987

数据来源: WILEY

摘要:

AbstractIn light of the perceived national need for more science and math teachers, this study was conceived to:1.Identify “teaching oriented” students among freshmen at a mid‐western engineering school, who have chosen NOT to become teachers;2.Find out what reasons these “potential” science and math teachers have for deciding not to pursue teaching careers;3.Determine what amelioration of these problems would be necessary for them to no longer be factors which would inhibit students from becoming teachers.Of a random sample of 110 students drawn from a freshman class, 98 participated fully in the study. Each participant took Holland'sSelf‐Directed Searchto determine “teaching orientation” and author‐constructed instruments to assess their concerns about teaching.Results showed “teaching oriented” students avoided teaching due to low starting salaries, lack of job security, low maximum salaries, not wanting to do the work teacher's do, poor job availability and discouragement by family and friends. Starting salaries of $21,693 and salaries of $32,600 for a teacher with a B.A. and 10 years experience were among the changes deemed necessary to mak

ISSN:0022-4308    

DOI:10.1002/tea.3660240108

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

年代:1987

数据来源: WILEY

摘要:

AbstractStudent attitudes concerning their science teachers at third, seventh, and eleventh grade are compared. Samples of students were drawn from those enrolled in NSTA's exemplary programs and other students drawn from classrooms of a random selection of teachers who are also NSTA members. Some of the affective items from the Third Assessment of Science, National Assessment of Educational Progress, were used for the study. Results indicate significantly more positive attitudes of students from the exemplary programs in the following ways:(1)pleasure with student questions;(2)desire for students to explore their own ideas;(3)“liking” of science (at the elementary school level);(4)ability and “knowledge” of it to make science study e

ISSN:0022-4308    

DOI:10.1002/tea.3660240109

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

年代:1987

数据来源: WILEY

ISSN:0022-4308    

DOI:10.1002/tea.3660240101

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

年代:1987

数据来源: WILEY