ISSN:0022-4308    

DOI:10.1002/tea.3660190102

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

年代:1982

数据来源: WILEY

摘要:

AbstractIntroductory college biology students were surveyed to investigate their attitudes toward evolution. Thurstone's Scale No. 30, Form A, Attitudes Toward Evolution was used to survey the sample. Results indicate that the majority of introductory biology students believe in the theory of evolution. Two demographic variables, sex and influence of the church, produced a significant correlation with the attitude scores. There were significant interactions between sex and influence of high school biology teacher and between sex and major. Self rating by the individual students and attitude scores also produced a significant correlation. Construct validity of the attitude scale was supported by the significant correlation between student self rating and scale scores. ANOVA produced aFvalue significant at the 0.01 probability level, and Spearman's correlation coefficient between the two measures was 0.73. Although the Thurstone Scale No. 30, Form A, is over 45 years old, the results of this study suggest that it is a reliable instrument for use today with modifications in item construction, scaling or adaptation to other scoring methods.

ISSN:0022-4308    

DOI:10.1002/tea.3660190103

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

年代:1982

数据来源: WILEY

摘要:

AbstractProspective science teachers involved in this study did not endorse viewpoints about the language of science associated with any philosopher of science to the exclusion of others. Their preference, however, appeared to be with Hempel. Although to some degree, both prospective science teachers and science majors subscribed to an inductive notion of science, the former leaned more towards the currently acceptable deductive notion of the nature of science after offering a science methods course emphasizing that logic.

ISSN:0022-4308    

DOI:10.1002/tea.3660190104

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

年代:1982

数据来源: WILEY

摘要:

AbstractThis study investigated the relationship between elementary pupils' attitudes toward science and their science achievement. Residualized gain scores were used to analyze the data. By using residualized gain scores, the effects of individual differences can be minimized. In addition to controlling for these differences, residualized gain scores do not possess the measurement errors that are normally associated with simple change scores. The subjects of this study were 583 intermediate elementary pupils. The average class size was 21. A pretest‐posttest design was used. To insure consistency in the teaching of the lesson, each teacher was given an identical detailed science lesson that included all the instructions and materials needed for the activity. The pupils were pre‐ and posttested. The pupils' science achievement was assessed by a test, the “Hough Pupil Process Test.” It consisted of multiple choice and fill‐in questions. The attitude instrument, the “Hough Attitude Inventory,” was given to the elementary pupils involved in this study. It was field tested and found to discern attitudes. The instrument consisted of six statements to which the subjects responded by circling either yes, I don't know, or no. The analysis revealed that there was a significant relationship between the pupils' residualized gain scores on the “Hough Pupil Process Test” and their residualized gain scores on the “Hough Attitude I

ISSN:0022-4308    

DOI:10.1002/tea.3660190105

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

年代:1982

数据来源: WILEY

摘要:

AbstractThe Image of Science and Scientists Scale was developed to assess students' attitudes toward science. The instrument items are based on the 1957 summaries presented by Margaret Mead and Rhoda Metraux. The reliability of the instrument, using coefficient alpha, ranged from 0.76 in the pilot to 0.86 in the second phase of the study. Construct validity was obtained by comparing a science‐oriented group versus a random sample to determine if the instrument could discriminate between the groups. With IQ controlled, the science group performed significantly higher (t= 2.58 −p<0.012). Furthermore, scores in ISSS contributed significantly to the prediction of science grades as determined by multiple regression analy

ISSN:0022-4308    

DOI:10.1002/tea.3660190106

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

年代:1982

数据来源: WILEY

摘要:

AbstractThe concepts of distance, area, and the coordinate reference systems were investigated in relation to the displacement volume task among 300 randomly selected primary and high school children in Nigeria. Piaget and Inhelder (1971) theorized a developmental progression in the acquisition of these concepts among Genevan children, and a number of studies have confirmed pancultural stability in the acquisition of these concepts. Four tasks were used to investigate the acquistion of these concepts developmentally, and the data obtained were analyzed by the chi‐square, Pearson correlation coefficient and the 50% success criterion suggested by Laurendea and Pinard (1962, 1970). The data confirmed Piaget's theorizing but when compared with similar studies in Europe and America (Lovell (1971), Dasen (1972),&Karplus et al. (1977), a “developmental lag” of about two years was observed among the NigerianSs.The concept of horizontal decalages was discussed in relation to the data including some implications for science teaching particularly in developing coun

ISSN:0022-4308    

DOI:10.1002/tea.3660190107

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

年代:1982

数据来源: WILEY

摘要:

AbstractOf the 1100 planetariums in the U.S., approximately 96% are smaller facilities. The majority of these use a program type called the “Star Show”, whereas some have advocated a different type called the “Participatory Oriented Planetarium.” The purpose of this study was to investigate the following question: “In a smaller educational planetarium, with a capacity of between 15–75 people, is a traditional ‘Star Show’ planetarium program, or a ‘Participatory Oriented Planetarium’ program the most effective method of instruction and attitude change?” A large scale investigation was conducted in Pennsylvania, with four smaller replications in Texas, Minnesota, California, and Nevada. In each planetarium, a group of 8–10 year old students were identified and randomly assigned to groups. 556 students were tested. The testing instruments included a paper‐and‐pencil content test and a Likert‐style science opinionnaire. The instructional programs were chosen from existing scripts to avoid bias in their construction. Both programs dealt with constellation study. Correlatedttests were used to compare pretest to posttest scores and two‐way factorial analyses of variance were used to compare the groups' posttest scores. It was concluded that, “The Participatory Oriented Planetarium program, utilizing an activity‐based format and extensive verbal interaction, is clearly the more effective utilization of a small planetarium facility for teaching constellation study and possibly for improving students' attitudes tow

ISSN:0022-4308    

DOI:10.1002/tea.3660190108

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

年代:1982

数据来源: WILEY

摘要:

AbstractNumerous persons have suggested that instruction should match the developmental level of the learner. Are “concrete operational” college students developmentally the same as “concrete operational” seventh grade students thus in need of identical instruction? Matched concrete operational seventh grade and college students were given identical classroom instruction in probabilistic and correlational reasoning. The college students performed significantly better on posttest measures which appeared to require greater processing of information while significant differences did not exist on less difficult items. Level of cognitive development, field independence, and fluid intelligence correlated moderately with posttest performance for the seventh grade students. Field independence and fluid intelligence correlated moderately with posttest performance for the college students but not pretest knowledge of specific biological concepts and cognitive level. It was concluded that college students are more responsive to instruction due either to (1) greater amount of experience or (2) greater information processing capacity. Implications for science teaching are di

ISSN:0022-4308    

DOI:10.1002/tea.3660190109

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

年代:1982

数据来源: WILEY

摘要:

AbstractGrade 9 subjects learned the evolutionary sequence of dinosaurs and to classify them by type. Instruction was by menas of flow diagrams that showed the evolutionary sequence running across the page either from left to right or reversed from right to left, with or without drawings of dinosaurs. It was found that subjects seeing left‐right ordered diagrams scored better on tests of sequence and classification than those seeing reversed diagrams. Also, the addition of drawings helped subjects identify dinosaurs by type. Verbal ability predicted learning as a function of treatment. Spatial ability did not. However, some evidence was found that high‐spatial low‐verbal subjects could classify the animals equally well from normal‐order or reversed diagrams, while high‐verbal subjects who were also low‐spatial could classify them better if they had seen normal‐order diagrams. These results suggest that diagrams provide different types of information and that learners may process each typ

ISSN:0022-4308    

DOI:10.1002/tea.3660190110

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

年代:1982

数据来源: WILEY

ISSN:0022-4308    

DOI:10.1002/tea.3660190111

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

年代:1982

数据来源: WILEY