摘要:

AbstractThe purpose of this research was to examine how science content knowledge, moral reasoning ability, attitudes, and past experiences mediate the formation of moral judgments on environmental dilemmas. The study was conducted in two phases using environmental science majors and nonscience majors of college age. Phase One determined if environmental science majors exhibited higher levels of moral reasoning on nontechnical environmental social issues than on general social issues and examined the extent to which possible mediating factors accounted for differences in moral reasoning. Phase Two was qualitative in nature, the purpose of which was to observe and identify trends in conversations between subjects as tohowcertain mediating factors are revealed as people form moral judgments. The framework on which this study was constructed incorporates a progressive educational position; a position that views science education as being interdisciplinary, and a social means to a social end.

ISSN:0022-4308    

DOI:10.1002/tea.3660210102

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

年代:1984

数据来源: WILEY

摘要:

AbstractThe continuing crisis in the supply and demand for high school physics and chemistry teachers has been documented by a series of national surveys. There is a need, however, to augment these surveys with accurate longitudinal data which identifies the age‐specific variables of science teacher survival rates, incoming number of new teachers, and the rate at which science teachers change age cohorts. These three variables were used in a five year longitudinal study of all the physics and chemistry teachers in Kansas to project the need for teachers in 1985 and in 1990. The study indicated that the teachers 40 years and older comprised 33.5% of the physics/ chemistry teacher population in 1979–1980 and the percentage will steadily increase to 60.8 by 1990. The high turnover rate of science teachers 29 years old and younger is also contributing to the shortage of qualified physics and chemistry teachers. The cohort component population projection method outlined in this study is recommended for use in other states to document the age specific characteristics of the science teacher populat

ISSN:0022-4308    

DOI:10.1002/tea.3660210103

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

年代:1984

数据来源: WILEY

摘要:

AbstractThis article describes a qualitative study of the beliefs and principles of one science teacher. The study employs the Repertory Grid Technique of Kelly (The psychology of personal constructs, New York: Norton, 1955). This technique is illustrated thoroughly by the case study, and ample segments from an interview with the teacher concerned are provided. All relevant information obtained from working with this teacher is used to establish the dominant beliefs held by her. The significance of the study is argued within the framework of curriculum and instructional innovation and implementation.

ISSN:0022-4308    

DOI:10.1002/tea.3660210104

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

年代:1984

数据来源: WILEY

摘要:

AbstractThis study investigated the effects of computer use upon the computer literacy of preservice elementary teachers using two methods of instruction: computer assisted instruction in an earth science course and computer programming in a mathematics education course. Computer literacy was measured by the Minnesota Computer Literacy and Awareness Assessment (MCLAA). For each component of computer literacy, differences in group posttest scores were compared using an analysis of covariance with pretest scores used as the covariate. Pre‐ to posttest increases in scores for each group were also examined. The results indicated that the treatment given to the computer programming group had little or no effect upon the students' computer literacy, while the treatment given to the computer assisted instruction group had a significant effect upon the affective subscale of the MCLAA. A positive effect was also indicated on the cognitive subscale of the MCLAA. Thus, it appears that an effective method for improving preservice elementary teachers' computer literacy is to involve them in computer assisted instruction, possibly through a science cours

ISSN:0022-4308    

DOI:10.1002/tea.3660210105

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

年代:1984

数据来源: WILEY

摘要:

AbstractThis research sought to answer two questions: (1) What are Utah junior and senior high school students' preferences and choices regarding science subjects? (2) Could preferences and choices be related to the type of school, age or gender? Two thousand students from grades six through twelve participated in this study. Findings show that zoology and human anatomy and physiology were most preferred. Ecology was least prefered. Topics in the physical sciences were also low. There was a trend among girls to prefer natural sciences such as botany while boys tended to prefer the physical sciences. Generally, students' choices were limited to those subjects presently taught in the formal school curriculum. They appeared unaware of the many science related subjects outside the texts or the approved course of study.

ISSN:0022-4308    

DOI:10.1002/tea.3660210106

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

年代:1984

数据来源: WILEY

摘要:

AbstractThis study was designed to determine the relationship among teacher classroom management behavior, student engagement, and student achievement of middle and high school science students. These variables were investigated across varying levels of academic aptitude. Two week long units were taught by 30 experienced science teachers. During this period of time teacher classroom management behavior, student achievement (n= 570), student engagement (n= 269), and student academic aptitude (n= 649) were measured. Twelve selected management indicators from Georgia Teachers Performance Assessment Indicators (TPAI) were used to measure teacher classroom management behaviors. Regression analysis was used to determine the relationship between the variables, and appropriatepost hocprocedures were used. Analyses showed that there was a significant relationship among all variables.Post hocanalysis showed that these results were consistent across levels of aptitude. Other relationships found were between student engagement and achievement, student aptitude and achievement, and student aptitude and engagement. Correlation coefficients were obtained for each individual management indicators. Those particular management behaviors which were correlated with achievement and engagement are: identifies students who do not understand directions and helps them individually, maintains learner involvement in lessons, reinforces and encourages the efforts of learners to maintain involvement, attends to routine tasks, uses instructional time efficiently, provides feedback to learners about their behavior, manages disruptive behavior among learners.

ISSN:0022-4308    

DOI:10.1002/tea.3660210107

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

年代:1984

数据来源: WILEY

摘要:

AbstractThe purpose of this investigation was to determine the effects of using laboratory photomicrography as a motivational technique in the teaching‐learning processes involved in the study of microbiology in Nigerian secondary schools. This was done by comparing the posttest scores and the questionnaire responses made by three equal groups of randomly sampled and assigned students taught the same microbiology content material by lectures and photomicrography used as an adjunct to the laboratory, lectures, and laboratory activities and lectures alone. Each group was taught by a different microbiology teacher. The results of this study, as shown in Tables I through V permitted the conclusion that students taught microbiology by lectures with photomicrography activities achieved the highest posttest mean score and expressed the opinion that they were highly motivated by this teaching method. Students taught microbiology by lectures with laboratory activities achieved lower mean posttest score and expressed the opinion that they were only fairly motivated by this teaching approach. Students taught microbiology by lectures alone achieved the lowest mean posttest score and expressed the opinion that they were least motivated by this teaching approac

ISSN:0022-4308    

DOI:10.1002/tea.3660210108

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

年代:1984

数据来源: WILEY

摘要:

AbstractPresent research in problem solving appears to be primarily concerned with problem‐solving methods and with degree of knowledge acquisition. A brief argument is advanced that this conceptualization is incomplete because of failure to consider individual differences among problem solvers (other than in problem‐solving methods and extent of knowledge). A viable theory of problem‐solving instruction must take into account all three areas. Evidence for the argument is presented in the form of data on problem‐solving success in junior high school students with extreme scores on Witkin's field independence‐field dependence measure of cognitive style. Problem‐solving protocols are examined as a second source of data. Field independent students significantly out‐performed field dependent students on the problems. Examination of protocols revealed consistent performance patterns favoring field indepen

ISSN:0022-4308    

DOI:10.1002/tea.3660210109

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

年代:1984

数据来源: WILEY

摘要:

AbstractThis study investigated the effects on meaningful learning achievement of concept‐related instructional organization and locus of control orientation. Two five‐week instructional treatments were developed, one which explicitly stressed concept relationships and one which did not. Five hundred and forty‐one subjects at six Indiana high schools were involved in the study. Analyses of covariance of posttest and six‐week retention test scores with treatment as the independent variable showed no significant treatment effect. Analyses of variance of test scores with locus of control orientation as the independent variable resulted in highly statistically significant differences. Subjects with an internal locus of control orientation achieved more than externally oriented subjects. A two‐way analysis of covariance by treatment and locus of control orientation resulted in a statistically significant treatment/locus of control interaction effect for retention test scores. Externally oriented subjects who were exposed to the concept‐related treatment generally retained more than those in the comparison group. Internally oriented subjects retained about the same amount of information regardless of treatment group. When the male and female subjects were analyzed separately, the interaction effect appeared greater for females tha

ISSN:0022-4308    

DOI:10.1002/tea.3660210110

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

年代:1984

数据来源: WILEY

摘要:

AbstractThe purpose of this study was to examine the high school and collegiate science and mathematics participation and performance of a group of students who graduated from a single highly selective liberal arts college in the late 1970s. It was found that women took fewer science and mathematics courses than men but performed at a higher level both in high school and college. It was also found that students took fewer mathematics and science courses in college than in high school and that college performance and participation were related to performance and participation in high school.

ISSN:0022-4308    

DOI:10.1002/tea.3660210111

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

年代:1984

数据来源: WILEY