bluuebunny/crossref_metadata_2025 huggingface dataset:
Student teachers' attitudes toward science and science teaching
Authors: Lucas Keith B. , Dooley John H.
Published: October 2006

Attitudes toward science and science teaching are the subject of a mounting body of research on teachers. A widely used instrument developed by researchers in the United States appears to be relevant to the Australian context and was considered appropriate for measuring attitudes of preservice student teachers attending a College of Advanced Education in Brisbane. The findings suggest that much more effort needs to be concentrated on fostering desirable attitudes toward science and the teaching of science among future primary school teachers.
A mathematical model for mastery learning
Authors: Aldridge Bill G.
Published: October 2006

Prior research on mastery learning has examined relationships between achievement and time on task, motivation variables, as well as the effects of prior learning. One can show that the results of prior research lead to certain requirements on a model for mastery learning. This article uses those requirements to develop a mathematical model for mastery learning. This model includes measures of a motivational factor and of the specific ability of a learner with respect to the content being learned. The model also contains a variable to reflect prior learning. The model has been developed to include a computer program which accepts student data and from which predictions can be made and tested. Assumptions and limitations of the model are discussed, and some research questions are raised. In most respects the model proposed in this article is susceptible to the same tests and refinements as an empirical law in the physical or life sciences.
Effects of diagnostic/remedial instruction on science learning: A meta analysis
Authors: Yeany Russell H. , Miller P. Ann
Published: October 2006

The effects of diagnostic prescriptive instruction on learning has been the focus of many studies. The purpose of this article is to review and analyze the results of experimental studies based on diagnostic prescriptive instruction as it effects science achievement. Meta‐analysis techniques were used to condense and synthesize the results of a multiple set of empirical studies into an interpretable form. The statistic calculated is referred to as “effect size.” This value is based upon the group means and standard deviations established from reported data of each individual study. An ERIC search identified a body of studies which examined a total of 30 dependent variables. Subjects used in the combined studies numbered over 500 college, high school, and middle school students. From this information an effect size was calculated on each dependent variable. Data were organized by categorizing all treatments into one of three types: (1) control, no diagnosis and no prescription: (2) Treatment I, diagnosis and no prescription: or (3) Treatment II, diagnosis and prescription or remediation. A mean effect size was then calculated for each treatment type. The results indicated that diagnostic prescriptive instruction significantly and positively influences science achievement. But there is no clear indication from the body of research that the use of prescription or remediation in addition to diagnosis brings about a significant additional increase in achievement.
The group dynamics approach: A sociopsychological approach for testing the effect of discovery and expository teaching on the science achievement and attitude of young Egyptian students
Authors: Selim Mohamed Ahmed , Shrigley Robert L.
Published: October 2006

The purpose of this study was to compare the effectiveness of two instructional modes, discovery and expository, for teaching science knowledge, both application and recall, and science attitude to fifth‐grade male and female Egyptian students. The population used for this study consisted of 276 fifth‐grade students in two Egyptian schools. Twelve 45‐min science classes meeting over a 21‐day period made up the treatment period, with each of the two teachers instructing six of the 12 class periods for all eight subgroups of students. The results warrant the following conclusions: Fifth‐grade Egyptian students taught by the discovery method scored higher in science achievement, both recall and application, than students taught by the expository method. Students taught by the discovery method scored higher in science attitude than students taught by the expository method. Female Egyptian students scored in science achievement and science attitude similar to males.
A factor analytic study of the state trait anxiety inventory utilized with preservice elementary teachers
Authors: Sherwood Robert D. , Westerback Mary E.
Published: October 2006

The State‐Trait Anxiety Inventory (STAI) has been widely used as a measure of anxiety in the psychological literature. A new form (STAI‐Y) has recently been developed and some psychometric data were available from one previous study of Air Force recruits. In order to validate the instrument's use with preservice elementary teachers, a factor analytic study was undertaken. Preservice elementary teachers (N = 103) were administered the self‐report instrument during a required science course. A restricted principal components analysis with iterations was employed as the factoring technique. A four‐factor solution accounting for 58.8% of the variance resulted, with a factor‐loading pattern very similar to the earlier study. This result, along with high‐interval consistency levels, supports the use of the instrument with preservice elementary teachers.
THE NATURE OF DISCIPLINES
Authors: Westmeyer Paul
Published: October 2006

Like chemistry, which is a very large field of study (a discipline) with many subareas (embedded disciplines) within it, education is also a large discipline with embedded disciplines, including science education. However, chemistry and other sciences are theoretical disciplines, based on the fact that information within these disciplines is stable. Certain other disciplines in which the information is not as stable are classified as practical or productive, and in these theorizing is limited to small, localized, theories rather than the development of large explanatory models. Since the knowledge in education (including science education) is not particularly stable, this area is a combination of a practical and a productive discipline. Major theories are, then, not possible and research efforts should be directed toward (1) smaller, localized, theories, (2) application of borrowed theories from other disciplines, and (3) stabilization of knowledge.
Correlates of class attitude toward science
Authors: Haladyna Tom , Olsen Robert , Shaughnessy Joan
Published: October 2006

The purpose of this study was to explore the relationships of students, teachers, and learning environment variables to science attitude. Data were collected from fourth, seventh, and ninth grade students and their science teachers. Variables found to be consistently related to science attitude of classes at all grade levels were (a) sense of the importance of science, (b) student fatalism, (c) teacher quality, and (d) a host of learning environment variables. Implications for teaching practices and for future research were offered.
The relative effects of pre‐ and postattention directing devices on learning from a “walk‐through” museum exhibit
Authors: Koran John J. , Lehman Jeffrey R. , Shafer Lynn D. , Koran Mary Lou
Published: October 2006

Twenty‐eight seventh and eighth grade students were randomly assigned to two treatments and a control as they entered the Florida State Museum. All subjects were given set induction materials saying in effect: (1) Treatment‐Study the wall panel which is part of the cave exhibit and describes the many biologic relationships and organisms in the cave at the cave entrance. Continue into the cave and study the habitat. When you exit the cave you will be given a test to see how much you learned; (2) Treatment II‐Enter the cave and study that habitat. When you exit at the other end, study the wall panel which is part of the cave exit and describes the many biologic relationships and organisms in the cave. After studying this panel you will be given a test to see how much you learned; (3) Control‐You will take a walk through exhibits depicting a variety of Florida Habitats and later see a film on the Habitats of Florida that are represented in the museum. Then you will be given a test to determine how much you know about one type of habitat. Both treatments and the control spent equivalent time at their tasks and were confronted with either the cave exhibit as described or the equivalent control experiences. A 25 item criterion test was designed to measure the acquisition of conceptual and factual knowledge and specific attentional factors relative to both the cave and the instructional panel. A Kr‐20 indicated that this instrument had a reliability coefficient of 0.80. It was anticipated that the panel, used as an attention directing and controlling device prior to entering the cave (Treatment I) or upon exiting the cave (Treatment II), would function as a forward‐shaping or backward review prompting adjunct, hence both should be significantly more effective than the control. This was confirmed (df 2,28; F 8.09) p < 0.01. It was also expected that the forward shaping panel would be more effective than the backward review panel in the tradition of inserted questions in prose research. Although the differences were in this direction, they were not significant (p≤ 0.10).
A meta‐analysis of the effects of various science teaching strategies on achievement
Authors: Wise Kevin C. , Okey James R.
Published: October 2006

This study is a meta‐analysis of the question “What are the effects on achievement of different teaching techniques?” Twelve categories of teaching techniques were specified. Among these are questioning, wait‐time, testing, focusing, manipulative, presentation approach, inquiry or discovery, audio‐visual, and teacher direction. A coding form was then developed to allow for the uniform examination and recording of 76 variables from each study. One or more effect sizes were calculated and coded for each study. Over 300 microfilmed dissertations covering the past 30 years were examined. Some 2000 ERIC science abstracts were reviewed and suitable studies obtained. Finally, journal articles were reviewed. A total of 400 effect sizes representing 160 studies were produced. The main effect size overall was 0.34. Thus, for all samples considered the experimental science teaching techniques on the average resulted in one‐third of a standard deviation improvement over traditional techniques. Mean effect sizes also were calculated for each technique. More than 20 other variables such as class size, community type, and science subject area were cross‐tabulated with effect size.
The effect of A teacher questioning strategy training program on teaching behavior, student achievement, and retention
Authors: Otto Paul B. , Schuck Robert F.
Published: October 2006

The use of questions in the classroom has been employed throughout the recorded history of teaching. One still hears the term “Socratic method” during discussions of questioning procedures. The use of teacher questions is presently viewed as a viable procedure for effective instruction. This study was conducted to investigate the feasibility of training teachers in the use of a questioning technique and the resultant effect upon student learning. The Post‐Test Only Control Group Design was used in randomly assigning teachers and students to experimental and control groups. A group of teachers was trained in the use of a specific questioning technique. Follow‐up periodic observations were made of questioning technique behavior while teaching science units to groups of students. Post‐unit achievement tests were administered to the student groups to obtain evidence of a relationship between the implementation of specific types of teacher questions and student achievement and retention. Analysis of observation data indicated a higher use of managerial and rhetorical questions by the control group than the experimental group. The experimental group employed a greater number of recall and data gathering questions as well as higher order data processing and data verification type questions. The student posttest achievement scores for both units of instruction were greater for the experimental groups than for the control groups. The retention scores for both units were Beater for the experimental groups than for the control groups.
Relationship of sex, achievement, and science self‐concept to the science career preferences of black students
Authors: Jacobowitz Tina
Published: October 2006

Science career preferences of junior high school‐aged students, while not stable predictors of ultimate career choice, do serve to direct and maintain individuals along the paths to careers in science. In this study, factors relevant to science career preferences of black eighth grade students were investigated. This issue is of particular import to blacks since they are severely underrepresented in the scientific fields. The sample consisted of 113 males and 148 females in an inner city junior high school. The Science Career Preference Scale, the Peabody Picture Vocabulary Test, and the Self‐Concept of Ability Scale (Form B‐Science) were administered. Mathematics and science grades were obtained from class rating sheets. Treatment of the data involved multiple regression analysis according to a hierarchical model. Results showed that of all the independent variables, sex was the strongest predictor of science career preferences, accounting for 25% of the criterion variance. The findings suggest that early adolescent science career preferences are related more to interests that are consonant with sex‐role considerations than realistic assessment of mathematics or science achievement.
A meta‐analysis of the relationship between science achievement and science attitude: Kindergarten through college
Authors: Willson Victor L.
Published: October 2006

A meta‐analysis of research results for correlation between science achievement and attitude was conducted. Forty‐three studies were utilized and 15 variables were coded for each correlation found in each study, yielding 280 coefficients. Overall relationship is moderate (0.16), with differences between elementary, junior high, senior high, and college subjects. Causal ordering results support achievement causing attitude in grades three to eight and mixed results thereafter. Sex differences exist through high school. Other effects are mixed across grade level.
A comparison of the affect of two types of student behavior with manipulatives on the development of projective spatial structures
Authors: Cohen Herbert
Published: October 2006

The primary problem investigated was whether examining materials from a variety of perspecitives enhances the development of projective spatial abilities more than examining materials from a single perspective. A secondary consideration dealt with gender effects. One hundred and five (56 females and 49 males) fifth grade students were randomly assigned to one of four groups. Two teachers taught two classes apiece‐one receiving instruction encouraging examination of materials from a single perspective, the other from multiple perspectives. All four groups received instruction consisting of access to manipulatives‐SCIIS, 2nd edition, Level 5. Instruction occurred twice a week, 45 minutes per session, for 6 weeks. The experimental design was the Solomon Four Group Design. A Battery of 8 Piagetian‐type tasks were used to assess possession of the projective groupings. The main and interactive effects of pretesting were determined to be negligible, while the treatment was determined to have a statistically significant effect on the development on projective spatial abilities. Gender was determined to have no direct effect on the dependent variables.
Cognitive style and the acquisition and transfer of the ability to control variables
Authors: Strawitz Barbara M.
Published: October 2006

This study examined the effects of an instructional procedure designed to teach both field‐dependent and field‐independent sixth graders to control variables and to transfer this ability to novel tasks. Students were randomly assigned to either a treatment group taught with a special instructional procedure adapted from Case or a group where students freely explored science equipment without receiving feedback. Three posttest tasks administered approximately four weeks after the last training session served as retention and transfer measures. Results indicated that students receiving the special instructional treatment correctly tested significantly more variables on the posttest tasks than did students in the other group. Within‐group analyses revealed that the special treatment was effective for field‐dependent as well as field‐independent students, while the other treatment was effective for only field‐independent students.
Sex, grade, and course differences in attitudes that are related to cognitive performance in secondary science
Authors: Levin James , Fowler H. Seymour
Published: October 2006

The purpose of this study was to collect and analyze data on sexual differences in secondary school students' attitudes towards science. Attitudinal differences were also analyzed for the independent variables of science programs and grade levels. Data were collected from 988 students using a modified version of the Fennema‐Sherman Mathematics Attitude Scales to represent attitudes toward science. Reliabilities of the modified science subscales were all high ( > 0.83). Multivariate analysis of variance (MANOVA) was used to analyze the data for the main and interaction effects of the independent variables of sex (male, female), grade level (10th, 11th, 12th), and science program (advanced placement, academic, general, terminal). Significant differences (p < 0.05) were indicated for all main effects (sex, grade, science program). Interaction effects were not found. Mean separations for the various levels of sex, grade, and science program were performed for all attitudinal subscales. Females evidenced a significantly more positive attitude (p ⩽ 0.01) than males on three subscales: Attitude Toward Success in Science Scale, Science as a Male Domain Scale, and Teacher Scale. Although not significant, males evidenced more positive attitudes on all the remaining five subscales. Eleventh graders evidenced significantly more positive attitudes than tenth graders on all but the Effectance Motivation Scale. Students in 11th grade had more positive attitudes than 12th‐grade students on all scales but Science as a Male Domain Scale; however, these differences were not significant. Tenth graders differed significantly from 12th graders on three subscales; Science Usefulness Scale, Confidence in Learning Science Scale, and Teacher Scale. Positive attitudes decreased from advanced placement to terminal programs. Academic students did not differ significantly from general students except on the Father Scale; however, they were significantly different (more positive) from the terminal students for all subscales. General students were also significantly different from terminal students except on the three subscales of Attitudes Toward Success in Science, Science as a Male Domain, and Effectance Motivation.
Recent trends in secondary science education in New Jersey
Authors: Sousa David
Published: October 2006

This article compares the results of two surveys sent to New Jersey science supervisors in 1978 and 1982 regarding the status of secondary science education in their schools. It discusses trends that have developed during the four‐year period and compares them to national trends revealed in recent studies. The comparison shows that New Jersey faces many of the same problems in science education found across the country. Instruction time in science, double laboratory periods, and the use of national curriculum studies have all declined. Respondents also reported a marked increase in the number of science teachers leaving the classroom for jobs in business and industry. The recruiting of qualified teachers was a difficult task and over 9% of the public schools reported having to use teachers with emergency certification in science to meet their staffing requirements. Difficulties in using staff effectively, in obtaining adequate financial support, and in providing professional development programs were the major concerns of science supervisors.
An examination of methods used to generate daily group scores from single‐item‐per‐subject data collected in intensive time‐series designs
Authors: Monk John S.
Published: October 2006

This study examines three methods which can be used to pool single‐item‐per‐subject data collected in intensive time‐series studies, to determine if method of pooling has an effect on subsequent data analysis. The methods examined were based on simple averaging, difficulty weightings of averages, and the application of the Rasch logistic model. Analyses were conducted which examined regression results obtained when the pooled scores of groups of students were regressed by day. Results indicate that the three methods of pooling do not significantly alter subsequent analysis, though the case is made that a pooling procedure based on the Rasch logistic model is the most heuristically sound.
Attention and curiosity in museums
Authors: Koran John J. , Morrison Laura , Lehman Jeffrey R. , Koran Mary Lou , Gandara Luisa
Published: October 2006

Two hundred and thirty‐four museum visitors of all ages were observed as they entered the Object Gallery area of the Florida State Museum. Visitors were observed under conditions where objects were available for close inspection but could not be manipulated (baseline data) and later when the same objects were placed on tables and were available for visitors to touch, move, and use a variety of senses to inspect them (intervention data). Data were recorded on the sex, age, and number of subjects in these areas under each of the above conditions. The results obtained show a significant increase in the number of visitors entering this section of the museum when manipulatable objects were available. Baseline data showed that 58.5% of the people who entered the Object Gallery went into the drawer section. However, when manipulatable objects were made available this increased to 82.3%. Chi‐square analysis was used to determine whether the presence of manipulatable objects in the area increased the number of people who entered the area. It did (p < 0.05). Chi‐square analysis was also used to determine whether entering the drawer section depended on age or sex. It was found that more children entered the drawer section than adults (p < 0.05) and significantly more female children and female adults entered as a result of intervention (p < 0.05). At the same time, more male children than adults entered after intervention (p < 0.05) than before. These data are supported by considerable curiosity research indicating that both children and adults are attracted to novel as well as complex stimuli which can be manipulated in both formal and free‐choice environments. The data also support the growing movement to hands‐on exhibits in natural history museums and science centers around the country, as well as hands‐on classroom activities from the perspective of their attention attracting and holding power and their curiosity evoking characteristics. Whether these positive factors also lead to increased knowledge or skill development is a question yet to be explored.
Case study of an innovation requiring teachers to change roles
Authors: Spector Barbara S.
Published: October 2006

An exploratory study which focused on teachers responses to the demand for role change brought about by the implementation of a new course is reported. Two procedures used to gather data were participant observation and open‐ended interviews. Role theory, symbolic interaction, and schools as organizations were used as the frameworks for data analysis in this discursive qualitative study. The data reported describe the teachers' perceptions of factors influencing their willingness to change behaviors in order to comply with the role demands of the innovation. Hypotheses grounded in the data were generated and tied together into a theory which is illustrated by a structural model. The model shows interrelationships of factors influencing the teachers to change roles at the time of initiation of the new course through the ultimate incorporation of the innovation.
Management and organization in science classrooms
Authors: Sanford Julie P.
Published: October 2006

Twenty‐six junior high and middle school science classes taught by 13 teachers were observed frequently during the first 2 months of school and during 2 months in the middle of the year to identify classroom management and instructional organization variables related to high levels of student task engagement and low levels of off task and disruptive behavior. Sub‐samples of more and less effective managers were identified, and narrative data from their classes were analyzed to describe and illustrate effective strategies for managing science classroom activities.
The impact of a class visit to a participatory science museum exhibit and a classroom science lesson
Authors: Flexer Barbara K. , Borun Minda
Published: October 2006

Cognitive and affective outcomes of a class visit to a participatory science museum were examined by comparing responses of 416 fifth and sixth graders randomly assigned to four conditions (control, exhibit only, lesson only, and exhibit followed by lesson) and two tests (verbal and visual). Students visiting a simple machines exhibit scored higher on a test of science content than the control group, but lower than the group attending a classroom lesson in the museum. The study did not demonstrate conclusively a cognitive advantage of having the exhibit experience prior to the lesson. Scores on the visual test were consistently higher than scores on the verbal test. Study findings indicate that the particular strength of the science museum exhibit lies in the affective domain. Students found the exhibit much more enjoyable, interesting, and motivational than a classroom lesson. Implications of the findings for science education are discussed.
The relative effects of experimenter and subject generated questions on learning from museum case exhibits
Authors: Lehman Jeffrey R. , Lehman Kathleen M.
Published: October 2006

Fifty‐five undergraduate education majors were randomly assigned to one of three treatment conditions as they entered the “walk‐through” cave exhibit at The Florida State Museum. Subjects in treatment I received set induction materials directing them to enter the cave, to observe the cave carefully, and finally to read the information in five case exhibits after exiting the cave. Subjects in treatment II observed the cave exhibit, read the information in the five case exhibits, and answered two experimenter generated questions about each case exhibit immediately after reading the information in it. Subjects in treatment III observed the cave exhibit, read the information in the five case exhibits, and generated two questions about each case exhibit and answered them immediately after reading the information in each exhibit. All subjects received an immediate 20‐item posttest. Seven of these items focused on observations from the “walk‐through” portion of the cave exhibit. The remaining 13 items covered the information in the case exhibits. Analysis of variance indicated no significant differences between groups on the observation questions; however, a significant difference was detected for the case exhibit questions (p < 0.02). Follow up analyses indicated that subjects who answered the experimenter generated questions performed significantly better than subjects who did not answer any questions. Although no other differences were detected at the 0.05 level, the trend of results indicated that subjects who answered experimenter generated questions performed better than subjects who generated their own questions. These latter subjects performed better than subjects who read the case exhibits without answering any questions.
Learning difficulties in high school physics: Development of a remedial teaching method and assessment of its impact on achievement
Authors: Idar Joshua , Ganiel Uri
Published: October 2006

Many high school students experience serious learning difficulties in physics. This issue was examined and dealt with, within the context of an introductory physics course in Israeli high schools. Following a detailed task analysis, the cognitive entry requirements for this course were identified, and students tested for them. Secondly, specific difficulties students encountered during the study of the course, and prevailing misconceptions held by many of them, were identified. Based on all the above information, a remedial teaching method was developed. It consisted of supplying students with immediate and frequent feedback, to reinforce their understanding, correct misunderstandings, and fill in gaps in necessary background skills, while teachers could continuously monitor the progress of each individual student. The whole process took place within the natural classroom setting, without additional staff or time requirements. The method was implemented in a large number of schools, and its impact was assessed using an experimental versus control analysis of covariance design. Achievements in the experimental group were significantly higher. The statistical analysis used students' background as the covariate. Of the 47% of the variance, which the model accounted for, 24% were explained by the covariate (background), 16% were the effect of the treatment, and both were highly significant. An additional 7% were the teachers' effect (nested within treatments), but this effect did not reach statistical significance.
The use of Lawson's test of formal reasoning in the Israeli science education context
Authors: Hofstein Avi , Mandler Vera
Published: October 2006

Lawson's test of formal reasoning was used in the Israeli educational context in order to investigate the relationship between students' achievement in science and in mathematics, to compare the performance of boys and girls, and to compare the performance of Israeli and U.S. populations. It was found that, in general, boys outperform girls; there is only a small correlation between achievement in science and math and Lawson test; and that the Israeli population achieved significantly higher than the U.S. population on the Piagetian skills measured by the test: It was concluded that the future use of Lawson's test by the high school teacher is doubtful.
The judgement of observed teaching by preservice science education students
Authors: Psillos Dmitris K. , Preece Peter F. W. , Bligh Donald A. , Valassiadis Odisseas
Published: October 2006

The ability of preservice physics education students to make judgements of observed teaching during two differently structured education courses was investigated. The first part of each course, irrespective of its content, resulted in changes in students' evaluation of teaching, with greater and fairly stable individual differences in judgement emerging. Students' knowledge of pedagogical theory was found to be related both to their judgements of observed teaching and to the quality of their own teaching.
Hierarchial relationships among formal cognitive structures and their relationship to principled moral reasoning
Authors: Zeidler Dana L.
Published: October 2006

Measurements of formal reasoning and principled moral reasoning ability were obtained from a sample of 99 tenth grade students. Specific modes of formal reasoning (proportional reasoning, controlling variables, probabilistic, correlational, and combinatorial reasoning) were first examined. Findings support the notion of hierarchical relationships which exist among those variables. Further results from factor analysis provide evidence that the variables represent specific cognitive structures that are interdependent with each other and precede operations in development. Finally, significant relationships were found to exist between the different modes of formal reasoning and principled moral reasoning. Combinatorial and correlational reasoning were found to significantly account for 22% of the variance in principled moral reasoning. Theoretical and educational implications are discussed.
An experimental study of the effect of the presence or absence of living visual aids in high school biology classrooms upon attitudes toward science and biology achievement
Authors: Saunders Walter L. , Young Gary D.
Published: October 2006

The purpose of this study was to determine the effects resulting from the presence or absence of living material in the biology classroom on knowledge of biology and attitudes toward science and sciencing. An experimental design employed random assignment to treatment and control groups. A separate‐sample pretest‐posttest control group design was used with 111 biology students from a medium‐sized suburban high school. The treatment was administered for 16 weeks. The treatment group held class in a room containing live plant and animal displays attractively maintained. The control group students held class in a general purpose classroom containing no living materials. Students in the treatment group performed higher on both dependent measures (knowledge of biology and attitude toward science and sciencing) than those in the control group. The findings are interpreted as suggesting that living displays in the classroom serve to stimulate interest and curiosity which in turn influence attitude and achievement.
Teacher cognitive functioning as a factor in observed variety and level of classroom teaching behavior
Authors: Sunal Dennis W. , Sunal Cynthia
Published: October 2006

A review of the literature suggests a relationship between life‐long development of formal reasoning schema and performance in professional education careers. The study investigated implications of cognitive development of preservice teachers as it relates to their classroom teaching performance. Ninety‐one seniors involved in a field‐oriented teacher education program were given classroom responsibilities which included teaching a science unit. Formal thinking abilities were assessed using two types of developmental level tasks, performance on traditional type Piagetian tasks and recognition of formal thought approaches in solving educational tasks. Professional behaviors were assessed using observational ratings of classroom instructional and planning activities. Subjects assessed as formal operational, 30% of sample, using Piagetian performance tasks, had significantly higher facility in performing model classroom teaching behaviors than transitional or concrete subjects. Higher recognition ability of formal thought approaches to teaching was not related to facility in performing classroom teaching when compared to performance on Piagetian tasks. The relationship held up in seven of eight broad teaching behavior categories observed in classroom instruction. The results supported a general portrait of teaching behavior specifically related to teachers of differing cognitive functional levels. Implications for professional training programs are discussed.
The language of science and the high school student: The recognition of concept definitions: A comparison between hindi speaking students in India and english speaking students in Australia
Authors: Lynch P. P. , Chipman H. H. , Pachaury A. C.
Published: October 2006

Sixteen concept words (mass, length, area, volume, solid, liquid, gas, element, compound, mixture, electron, proton, neutron, atom, molecule, and ion) associated with the theme, the nature of matter were described as simple text book definitions after examination of classroom notes and school texts of the last three decades. Sixteen multiple‐choice items all of the same form were constructed for each of the concept definitions. The English version of the sixteen item test was given to 1635 high school students in Tasmania (where the language of instruction and the home language is English) and the Hindi version of the test was given to 826 students from the Bhopal/Barwani region of India where the medium of instruction is Hindi. The English and Hindi speaking data are compared from the point of view of development, performance for individual items, and overall performance at grade 10. A number of linguistic hypotheses are examined and reported upon. Although the overall score at grade 10 was identical (10.8/16) for both groups there are differences in development overall and for individual items which are of interest. Overall, the science specificity of the Hindi words does not appear to confer any clearly defined advantage or disadvantage though again there are some interesting individual anomolies.
The effects of kinetic structure and micrograph content on achievement in reading micrographs by college biology students
Authors: Johnson Virginia Abbott , Lockard J. David
Published: October 2006

The effects of kinetic structure and micrograph content on student achievement of reading micrograph skills were examined. The purpose of the study was to determine which form of kinetic structure, high or low, and/or micrograph content, unified or varied, was most effective and if there were any interactive effects. Randomly assigned to four treatment groups, 100 introductory college biology students attended three audiovisual presentations and practice sessions on reading light, transmission electron, and scanning electron micrographs. The micrograph skills test, administered at two points in time, assessed knowledge acquisition and retention. The test measured general concept skills and actual reading micrograph skills separately. All significant tests were considered with an α = 0.05. High kinetic structure was found to be more effective than low kinetic structure in developing general concepts about micrographs. This finding supports Anderson's kinetic theory research. High kinetic structure instruction does not affect actual reading micrograph skills, but micrograph content does. Unified micrograph content practice sessions were more effective than varied micrograph content practice sessions. More attention should be given to the visual components of perceptual learning tasks.
Generalizability of diagnostic‐prescriptive teaching strategies across student locus of control and multiple instructional units
Authors: Benson Jean S. , Yeany Russell H.
Published: October 2006

The influence of locus of control and diagnostic testing with prescribed remediation on immediate and retained science achievement was the focus of the study. To test the generalizability of the results across instructional units and to check on the existence of a treatment warm‐up period, the experiment was conducted across three biology units. The results supported the existence of the warm‐up period with no significant effects of diagnosis and remediation during the first unit. On later units and on the retention measure, the experimental subjects achieved significantly more than the control. No locus of control X treatment interactions were found; although, in one unit, the internal locus of control subjects achieved significantly higher than externals.
Performance of students in grades six, nine, and twelve on five logical, spatial and formal tasks
Authors: Wavering Michael J. , Perry Bruce , Kelsey Linda J. , Birdd Donald
Published: October 2006

Performance on five logical, spatial and formal tasks was used to make inferences about the reasoning structures of the subjects. The tasks used were: seriation matrix, tilt of a cone, location of a point in two and three dimensions, flexible rods and projection of shadows. Three research questions were asked: first, what is the general level of performance; second, are there grade level differences; and third, are there gender differences in task performance. The subjects were 101 middle and high school students chosen at random from the school population. Each task was given in an individual interview. Findings include grade level differences in performance and gender differences in performance on one of the tasks. Implications for classroom teachers were proposed.
Using short forms of classroom climate instruments to assess and improve classroom psychosocial environment
Authors: Fraser Barry J. , Fisher Darrell L.
Published: October 2006

Despite international interest in research in the area of classroom environment, very little attention has been given to exploring how science teachers might apply ideas from the field of classroom environment in guiding practical improvements in science classrooms. In order to facilitate science teachers' use of classroom climate assessments, we developed economical short forms of the Classroom Environment Scale (CES), Individualized Classroom Environment Questionnaire (ICEQ), and My Class Inventory (MCI) which contain only approximately 25 items each and which are amenable to easy hand scoring. When each instrument was administered to a large sample of science classes, results supported each scale's internal consistency reliability, discriminant validity, and ability to differentiate between the perceptions of students in different classrooms. The methods for improving classrooms are illustrated by reporting some case studies of change attempts. For example, when the CES was used in an attempt to improve the environment of a ninth grade science class, the steps followed were, first, assessment of actual and preferred classroom environment in order to identify discrepancies between actual and preferred environment and, second, introducing interventions aimed at reducing these discrepancies. The interesting finding was that significant improvements occurred for the two dimensions on which change had been attempted.
Is the disappointment in the implementation of a new science curricula justified?: A study quantifying descriptive data
Authors: Sabar Naama
Published: October 2006

This study investigated the reasons behind the lack of enthusiasm among teachers in implementing a new biology curriculum in Israel. Classroom observations of 42 junior high school teachers in 28 schools revealed that the curriculum developers succeeded in transmitting most of their curriculum objectives. The data indicated three possible reasons, however, for teachers' disappointment: (a) The high expectations set at the ideal level regarding the inquiry approach; (b) The greater role given to verbalization in a biology curriculum, and (c) Dull implementation (routine and nonenthusiastic), which occurs when teachers are too faithful to the teaching text. Four variables—objectives, materials, strategy, and activities—were chosen in order to analyze the learning materials. The variables, and their sub‐variables, were scored in terms of the ideal, formal, and operational levels of the curriculum. To score the qualitative implementation data, two new instruments were developed. The first, an analytical instrument, analyzed instructional materials in terms of the frequency and intensity of their use. The second instrument, an observational one, was used to estimate classroom implementation fidelity.
A study of the latent effects of family learning courses in science
Authors: Gennaro Eugene D. , Hereid Nancy , Ostlund Karen
Published: October 2006

It is well documented that students' exposure to science in the middle school is critical for their later selection of science courses, yet instruction time and course offerings in science during the middle school years are often limited. Out‐of‐School Science Experiences with funds from the National Science Foundation (DISE No. 07872) produced five short science courses intended for children in middle school grades (6, 7, and 8) and their parents that supplement normal science instruction based on topics that are integral to traditional science teaching. The courses were offered through Community Education programs and through informal science learning centers (e.g., zoos, museums, and planetariums). An added strength of the program is that it employs the family as a motivator and reinforcer in a cooperative learning venture. The study reported here is an attempt to determine participant reaction two to three years after having taken the courses, to the course experience, the influence that the courses had on subsequent learning behavior, and the relationship between parents and children.
A study of field independent biased mental ability tests in community college science classes
Authors: Crow Linda W. , Piper Martha Kime
Published: October 2006

Many schools use mental ability test scores as a basis for grouping students and planning their educational needs. The widespread use of these test scores throughout public and private schools demands that test items be unbiased. One way in which tests could be biased, that has not been thoroughly investigated, is the inadvertent use of analytical skill items favoring one perceptual orientation over another. This study investigated analytical skill items on the Otis‐Lennon Mental Ability Test for field independent bias. Using as analysis of variance and discriminant analysis, the results indicated that the Otis‐Lennon Mental Ability Test was biased in favor of individuals with a field of independent perceptual orientation.
Comparative investigation of the psychometric properties of three tests of logical thinking
Authors: Ahlawat Kapur S. , Billeh Victor Y.
Published: October 2006

Using a sample of 908 eleventh grade science stream male and female students from similar socioeconomic area schools, variance based psychometric properties of three paper‐and‐pencil tests of logical thinking (Longeot test, Lawson's test TOFR, and Tobin and Capie's test TOLT) are investigated. A sub‐sample of 212 students took the three tests in randomly allocated different sequential orders of presentation, while 696 students took only two tests. Alfa coefficients for each test separately and for the three tests combined together, concurrent validity coefficients, measures of item difficulty, item discrimination, item‐criterion correlation, and 30‐day stability coefficients are calculated. Considering the relative homogeneity of the sample, the reliability coefficients of the tests are judged satisfactory, but concurrent validity coefficients are quite low which implies incongruency in decisions made on the basis of the three tests. Need for estimating various psychometric parameters of alternative tests of logical thinking over different grade populations is emphasized.
Conceptions of traditional cosmological ideas among literate and nonliterate Nigerians
Authors: Ogunniyi M. B.
Published: October 2006

This paper examines the nature of selected traditional cosmological concepts among literate and nonliterate Nigerians. An analysis of the data reveals that the subjects, irrespective of their level of education, class, sex, age, religion, tribe, or locality, hold in varying degrees certain traditional as well as scientific concepts about the natural phenomena. An exposure of some of the subjects to an history/philosophy of science course appears to enhance their preference for a scientific worldview vis a vis a traditional point‐of‐view. The implications of these findings for traditional societies deserve a closer consideration.