摘要:

AbstractThe study is a component of a larger investigation that focused on exemplary practice in science and mathematics education. This case study involved an investigation of two chemistry teachers in high schools in Perth, Western Australia. The study utilized an interpretive methodology in which the questions emerged from intensive observations of chemistry lessons in classes taught by the two teachers. The principal finding was that the two teachers focused on teaching for understanding. One teacher tended to emphasize whole‐class activities while the other utilized more small‐group and individualized activities. The teachers were successful in their goal of teaching for understanding because they were effective classroom managers and they had strong science content knowledge that enabled them to focus on instructional strategies that facilitated student understanding. They asked appropriate questions, responded to student questions, and used effective cognitive monitoring strategies. The teachers were able to teach effectively because they had adequate content knowledge and pedagogical content knowle

ISSN:0022-4308    

DOI:10.1002/tea.3660260102

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

年代:1989

数据来源: WILEY

摘要:

AbstractTwo studies were conducted to determine the effect of verbalization on the formation and retention of mental images in children in kindergarten, first, and fifth grades. In the first study 51 children were presented a series of tasks designed to determine their ability to represent mental images of cross sections of familiar fruits and to test the hypothesis that self‐generated verbalization would aid in image formation. The hypothesis was not confirmed and no significant differences were found to be associated with gender or ability level. Individuals varied widely in the image produced. In the second study 32 subjects from first grade and fifth grade took part. Two treatment groups were formed. One group listened to a verbal description of an unfamiliar fruit, drew a cross section, and gave a description. The other group observed the fruit, then drew it from memory and described it. Both groups were brought back two weeks later and instructed to draw and describe the fruit. Children who had observed the fruit scored higher on drawings immediately and after two weeks; there were no differences between groups on scores of the verbal descriptions. Implications for science teaching are discusse

ISSN:0022-4308    

DOI:10.1002/tea.3660260103

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

年代:1989

数据来源: WILEY

摘要:

AbstractA project designed to foster the full and fair participation of girls in high‐school science classes addressed obstacles, both perceived and actual, to equal participation. In order to modify existing classroom techniques and environments, a Teacher Intervention Program was designed. By means of a workshop and periodic personal communications, teachers were sensitized to the importance of a stimulating, gender‐free learning environment. In addition, they were presented with a variety of methods and materials which had been shown to encourage girls in science. Twelve teachers, who were selected randomly, taught in diverse communities throughout one Midwestern state. The subjects tested were students in 24 general biology classes taught by the 12 teachers. Although both qualitative and quantitative measures were used during the research, only the quantitative results are discussed in this paper. Using ANOVA's, treatment group by student sex, a comparison of the mean scores was made for all students, as well as for all females and for all males. The results indicated that the experimental group, compared to the control group, had significantly higher mean scores on tests of attitudes toward science, perceptions of science, extracurricular science activities, and interest in a science‐related c

ISSN:0022-4308    

DOI:10.1002/tea.3660260104

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

年代:1989

数据来源: WILEY

摘要:

AbstractA model was formulated and tested for the development of scientific reasoning abilities in adolescents. Piagetian theory provided the framework for choosing potential determinants of the dependent variable, scientific reasoning abilities. A model reflecting hypothesized causal relationships among determinants and with the dependent variable was developeda priorion the basis of theoretical and substantive reasoning. The hypothesized model was tested and revised using path analysis. Data from intact classes of middle‐school (n= 101) and high‐school (n= 89) students from an upper‐middle‐class suburb of a midwestern city revealed significant (p<0.05) path coefficients for these variables and scientific reasoning abilities: age, I.Q., field dependence–independence, and experience. A path from locus of control to scientific reasoning abilities through field dependence‐independence was also statistically significant. The revised model explained 61 percent of the variance in scientific reasonin

ISSN:0022-4308    

DOI:10.1002/tea.3660260105

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

年代:1989

数据来源: WILEY

摘要:

AbstractAchievement in individually competitive and cooperatively reward‐structured environments was examined in two high‐school biology classrooms. Each was pretested and taught an identical unit of study, one in an individually competitive structure and the other using a cooperative group‐investigation model. At the end of seven weeks both classes were posttested. A two‐way within‐subjects ANOVA was used to determine significant differences in pre‐ and post‐test scores between the two treatment groups. The two groups were not significantly different from each other on the pretest. While both cooperative and competitive techniques obtained significantly (p<0.05) higher posttest scores, neither treatment was superior over the other in producing academic achievement. Results are compared to previous studies which have examined differences among cooperatively, competitively, and individually structur

ISSN:0022-4308    

DOI:10.1002/tea.3660260106

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

年代:1989

数据来源: WILEY

摘要:

AbstractThe trait anxiety profile of future science teachers, as well as their preferences concerning types of examinations in science and mathematics, have been surveyed prior to the administration—within the various science courses—of several traditional and nontraditional types of examinations and the assessment of students'stateanxieties as well as their respective performance, i.e., their academic achievements. Our major findings are that(a)Our students prefer by far examinations in which the emphasis is on understanding and analyzing rather than on knowing and “remembering,” that the use of any relevant material during the examinations be permitted, and that the time duration be practically unlimited (e.g., “take‐home”–type examinations).(b)Students' state anxiety correlates with the type of the examination, with a tendency towards somewhat higher anxiety for females. The preferred types of examinations reduce test anxiety significantly, and result in higher grades accordingly.(c)The reduction of anxiety and the improvement in achievements as a function of the examination type are far more significant for low achievers compared with medium and high achievers.(d)Although teachers are aware of the student preferences, they persist in giving their students their own “pet”‐type examinations.These results are discussed in terms of the implications for upgrading both science education and college student testing and

ISSN:0022-4308    

DOI:10.1002/tea.3660260107

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

年代:1989

数据来源: WILEY

摘要:

AbstractThis was an experiment to test the extended discretion laboratory approach (ED) versus a guided‐inquiry (GI) approach for teaching biology in a university setting. It had previously been found productive in a high‐school setting. The approach provides considerably less specific procedure for the students to follow than did a guided‐inquiry approach and required relatively high independence. Four hundred sixty‐nine students taking university introductory biology were randomly assigned to using either the ED learning approach or one characterized as guided inquiry for one semester. Three measures were taken to verify that instructional treatments followed the two approaches. All indicated qualitative and quantitative differences between ED and GI approaches in the direction predicted by the operational definitions. The criterion variables were (1) student scores on a multiple‐choice laboratory exam, (2) student scores on laboratory reports, and (3) student scores on six laboratory quizzes given during the semester. The only criterion variable which showed significant differences between groups (laboratory‐report scores) also showed significant group‐by‐instructor interaction. The hypothesis of no difference therefore stood unrejected for all criterion variables. Since the ED approach appears to produce equivalent learning gains in understanding of biology laboratory concepts compared to a guided‐inquiry approach, this approach should still be considered for laboratory teaching, because it purports to train for discretionary use of resources during instruction in addition to the conventional development of la

ISSN:0022-4308    

DOI:10.1002/tea.3660260108

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

年代:1989

数据来源: WILEY

ISSN:0022-4308    

DOI:10.1002/tea.3660260109

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

年代:1989

数据来源: WILEY

ISSN:0022-4308    

DOI:10.1002/tea.3660260101

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

年代:1989

数据来源: WILEY