bluuebunny/crossref_metadata_2025 huggingface dataset:
Comparison of preservice elementary teachers anxiety about teaching students to identify minerals and rocks and students in geology courses anxiety about identification of minerals and rocks
Authors: Westerback Mary E. , Gonzalez Clemencia , Primavera Louis H.
Published: October 2006

Students were given clearly defined, characteristics for the identification of minerals and rocks. This system requires visual identification of decisive characteristics, not rote memorization. In addition, this classification system differs from the usual method of first grouping rocks into the igneous, sedimentary, and metamorphic categories. In this study the initial grouping of rocks was crystalline or noncrystalline. Two groups of students (preservice elementary teachers & students in geology courses) were tested on their ability to identify, the characteristics listed in Figure 1. The preservice teachers were anxious about teaching students to identify minerals and rocks. This initial high anxiety was reduced by completion of the task of identification. Students in geology classes were given the same task as the preservice teachers. However, the students in geology courses were not anxious about identifying minerals and rocks. Further analysis of the geology students showed that students whose grades on the lab exam were above the mean had low initial anxiety and the level of anxiety was reduced after the exam. Geology students with grades below the mean had high initial anxiety and the anxiety level was elevated after the exam. This indicates an inverse relationship between anxiety and performance in these students, and supports the work of researchers in the field of psychology.
Predictive value of attitude, cognitive ability, and personality to science achievement in the middle school
Authors: Baker Dale R.
Published: October 2006

This article examines the factors of attitude toward science, spatial ability, mathematical ability, and the scientific personality, as measured by the Myers‐Briggs Type Indicator, in a sample of middle school students. Males and females with science grades of A and B were found to have several characteristics of the scientific personality, good grades in mathematics, but negative attitudes toward science. Males and females with science grades of C and D had a more positive attitude toward science, but poor mathematical and spatial abilities and few characteristics of the scientific personality. There were no sex differences except on the Thinking/Feeling (TF) scale of the Myers‐Briggs Type Indicator. As expected females portrayed themselves as preferring the (F) scale, the use of personal values when making decisions and males portrayed themselves as preferring the (T) scale, the use of logical analysis when making decisions.
Relative effectiveness of classroom and documentary film presentations on marine mammals
Authors: Fortner Rosanne W.
Published: October 2006

When questioned regarding their sources of environmental information, many people cite television as the major contributor. Recent research has in fact identified a relationship between scores on aquatic information tests and the reported number of Cousteau documentaries seen on television. This study assesses the knowledge and attitude changes resulting from home viewing of a Cousteau Society documentary on marine mammals and compares these changes with those resulting from a science teacher's presentation of the documentary's script. A pretest‐posttest‐delayed posttest comparison group design utilized an instrument based on specific program content. Results indicate that comparable presentations in either medium can result in increased and retainable knowledge. Attitude changes were apparent in the television treated group but not among those receiving classroom treatment.
Effects of single‐sex and mixed‐sex cooperative interaction on science achievement and attitudes and cross‐handicap and cross‐sex relationships
Authors: Johnson Roger T. , Johnson David W. , Scott Linda E. , Ramolae Beverly A.
Published: October 2006

Single‐sex cooperative, mixed‐sex cooperative, and individualistic learning situations were compared to determine if they promoted systematic differences in relationships between male and female students and handicapped and nonhandicapped students. One‐hundred‐fifty‐four 5th‐and 6th‐grade students were assigned to conditions on a stratified random basis controlling for ability, sex, grade level, homerooms, and handicap. They participated in a study for 45 minutes a day for 21 days in science class. The results indicate that cooperative learning situations, compared with individualistic ones, promoted more positive cross‐sex and cross‐handicap relationships. Males achieved higher and had more positive attitudes toward science than did females.
Professional equity as reported by biology teachers
Authors: Douglas Claudia B. , Matyas Marsha Lakes , Kahle Jane Butler
Published: October 2006

In 1982, the National Association of Biology Teachers surveyed its membership in order to assess the role and status of women in biology education. Items describing roles, salaries, assignments, professional activities, and sexual bias were included in the survey. This paper compares the responses of male and female biology educators, draws conclusions from the data, and suggests implications for the science education profession. Inequality in several professional areas was revealed. More women than men were single and reported no dependent children. Women exceeded men in both the lower and upper ends of the distribution of years of experience. However, the percentage of men exceeded that of women in most salary brackets beyond $20,000 and more men reported paid consulting opportunities. Men tended to teach at larger institutions and, at all academic levels, more men taught “advanced” classes. More men than women were involved with research activities. However, neither sex felt that the other one received preferential treatment in regard to salary and promotion. The majority of education administrators as well as science and biology faculties were male. However, the recent influx of women into science education positions may produce important changes. It is recommended that a comparative study be conducted in five years.
Relationship between affective determinants and achievement in science for seventeen‐year‐olds
Authors: Napier John D. , Riley Joseph P.
Published: October 2006

Data collected in the 1976‐1977 NAEP survey of seventeen‐year‐olds was used to reanalyze the hypothesis that there are affective determinates of science achievement. Factor and item analysis procedures were used to examine affective and cognitive items from Booklet 4. Eight affective scales and one cognitive achievement scale were identified. Using stepwise multiple regression procedures, the four affective scales of Motivation, Anxiety, Student Choice, and Teacher Support were found to account for the majority of the correlation between the affective determinants and achievement.
An assessment of the impact of science experiences on the career choices of male and female biology students
Authors: Kahle Jane Butler , Matyas Marsha Lakes , Cho Hee‐Hyung
Published: October 2006

Earlier studies of gender differences in science courses and careers have identified three probable causes: numbers of mathematics courses, level of science achievement, and attitudes toward science. Recently, differential science experiences have been suggested as a factor contributing to the gender differences found in science interest and achievement. A study of science activities, both within and outside of school, has been conducted. Although both boys and girls report similar classroom experiences, boys more often than girls report extracurricular science activities. The findings suggest that equal experiences within science classrooms do not overcome the advantage that boys hold due to more extracurricular science activities. Increased experiences in science, however, have led to more positive attitudes toward science among the girls in this study.
Enhancing the visuo‐spatial aptitude of students
Authors: Lord Thomas R.
Published: October 2006

Research to date has not been able to agree whether visuo‐spatial ability can be influenced through practice. Many have concluded that spatial awareness is an innate phenomena and cannot be learned. Others contend that an individual's visuo‐spatial potentials are acquired through interactions with the environment. Many of these theorists believe that spatial thinking can be developed through interactive exercises devised to encourage mental image formation and manipulation. To help alleviate the confusion surrounding this question the following study was undertaken. Eighty‐four college undergraduates were randomly placed into control and experimental sections. Student records were examined to assure that the groups did not differ significantly in their verbal or math proficiency and pertinent pretests were given to ascertain spatial levels. The groups were also similar on their male and female ratios. During the semester the experimental section was treated to a 30‐minute interaction each week. These sessions involved spatial exercises that required the participants to mentally bisect three‐dimensional geometric figures and to envision the shape of the two‐dimensional surface formed by the bisection. The subjects drew their mental image of this surface on a sheet of paper. Fourteen weeks later both groups were post tested with a second comparable version of the pretest. Statistical “t” tests were performed on the group means to see if significant differences developed between the sections. The results indicate that statistical improvement in visuo‐spatial cognition did occur for the experimental group in spatial visualization, and spatial orientation. This finding suggests that the weekly intervention sessions had a positive effect on the students' visuo‐spatial awareness. These results, therefore, tend to support those researchers that claim visuo‐spatial aptitude can be enhanced through teaching.
Student understanding of chemical equation balancing
Authors: Yarroch W. L.
Published: October 2006

Fourteen high school chemistry students from two different schools were interviewed in depth on how they balanced simple chemical equations, the knowledge they employed while balancing the equations, and their representation of the balanced equations with diagrams. The equations were of the type employed when students are first introduced to chemical equation balancing in high school. All students were able to successfully balance the four equations presented to them. However, seven of the twelve students were not able to construct diagrams that were reasonably consistent with the notation of the balanced equation. It was further noted that these same students possessed very poor understanding of the concept of chemical subscript and were willing to violate the balancing rule which states that subscripts are not to be changed while balancing equations. The five students who were able to make consistent diagrams also possessed good concepts of subscript and the balancing rule.
Adolescents' performance on a sequence of proportional reasoning tasks
Authors: Farrell Margaret A. , Farmer Walter A.
Published: October 2006

This study was designed to investigate the understanding of proportion by a select group of college‐bound adolescents. Gender‐related differences and the influence of course experience were also studied in relation to first‐order direct proportional reasoning and multiple proportional reasoning. The 901 subjects were administered the Tall‐Short task as a test of first‐order direct proportional reasoning. From the 474 subjects classified as successful, a random subsample of 128 subjects was administered the Projection of Shadows task. Only 22 subjects succeeded on all four subtasks of this multiple proportion task. An analysis of the transcripts of responses showed that feedback and second trials were essential for success for most (68%) of these successful subjects. In addition, this select subsample generally used a multiplicative strategy and still could not overcome the inhibiting effect of focusing on direct proportions. There were significant gender differences, in favor of male subjects, in first‐order direct proportional reasoning but there were no gender differences in multiple proportional reasoning. Prior course experience in mathematics and science were each significantly related to first‐order direct proportional reasoning but there was no significant relationship between either of these variables and multiple proportional reasoning.
The effect of cognitive responses on the attitudes of preservice elementary teachers toward energy conservation
Authors: Koballa Thomas R.
Published: October 2006

The investigation attempted to determine if subjects' cognitive responses to a persuasive communication are more highly correlated with attitude change than the recall of arguments presented in the communication. Subjects were exposed to a systematically designed persuasive communication and then tested for their retention of arguments presented in the communication and cognitive responses. Attitude change was significantly correlated with cognitive responses elicited immediately following the persuasive communication and cognitive responses recalled three weeks later. There was no significant correlation between recall of communication arguments and attitude change. The results offer a plausible explanation for the contradictory findings reported in the science education literature regarding the dissipation of attitudes changed using persuasive communication.
The philosophical basis of observation in science and science education
Authors: Norris Stephen P.
Published: October 2006

Observation plays a fundamental role in scientific investigation. Scientific observation sometimes involves relatively simple activities requiring little preparation and unsophisticated interpretation. At other times, however, scientific observation is an extremely complex activity, indeed among the most challenging enterprises in which human beings engage. The science education field typically portrays only that segment of scientific observation at the simple end of this spectrum. In doing this, there is a risk that students will acquire a distorted image of scientific observation, and develop observational skills which are not at all adequate for the role which observation plays in science. An alternative account of observation in science is presented and its implications for science teaching are discussed.
Studies on information processing rates in science learning and related cognitive variables. I: Some theoretical issues related to motivation
Authors: Anderson O. Roger
Published: October 2006

A neuromathematical model of information processing applied to science learning is exanded to include coefficients representing the motivational state of the learner. Two coefficients be included: (1) an exponential coefficient in the gain function representing largely a change rate of learning associated with varying motivation, and (2) an initial factor in the gain quation change in motivation at the outset of a learning task. The inclusion of these variables permits modeling of the effects of variations in motivation on the rate and amount of information in a larning task.
An analysis of factors that affect public and private school science achievement
Authors: Staver John R. , Walberg Herbert J.
Published: October 2006

Data on 30,030 sophomores in the “High School and Beyond” project were analyzed to test the private school superiority hypothesis for science achievement. The supposition that private schools are superior to public schools in producing science achievement is rejected on the basis of the present analysis. Major differences in science achievement between public and private schools appear attributable to relatively fixed characteristics of students and to their experiences beyond the school environment, rather than to factors easily alterable by educators. The authors point out and discuss the value of homework, the problem of excessive television viewing, the influence of parental involvement in education, and the effect of the amount of academic classes taken.
High school students' ability to solve molarity problems and their analog counterparts
Authors: Gabel Dorothy L. , Samuel K. V.
Published: October 2006

The study investigates the use of analog tasks for determining difficulties that high school chemistry students might encounter in solving molarity problems. Students (n = 619) from five schools completed three tests given throughout the school year. These were: an analog test, a molarity test, and a retention test. The analog task consisted of dissolving lemonade powder for solid sodium hydroxide. Results indicate that the analog task is a predictor of success on the molarity test; that difficulties encountered on the analog test are similar to those on the chemistry test, and that achievement on some types of chemistry problems might be improved by us in analog tasks in instruction.
Influence of students' background and perceptions on science attitudes and achievement
Authors: Schibeci R. A. , Riley J. P.
Published: October 2006

The purpose of the study was to investigate the influence of students' background and perceptions on science attitude and achievement. The data analysed came from Booklet 4 given to 17‐year‐olds during the 1976–1977 National Assessment of Educational Progress (NAEP) survey. Causal modeling procedures were used to analyze the data. In particular, the LISREL method which underlies the LISREL IV computer program, (Jöreskog and Sörbom, 1978) was employed. The influence of five background variables (sex, race, home environment, amount of homework, and parents' education) on three dependent variables (student perception of science instruction, student attitudes, and student achievement) was examined. Sex, race, and the home environment were shown to have substantial influence on student achievement in science. Further, two different models were tested: a model in which attitudes influence achievement and its converse (achievement influences attitudes). The data supported the first model, that is, attitudes influence achievement.
Searching for excellence
Authors: Yager Robert E.
Published: October 2006

Visits to six school districts which were identified by the National Science Teachers Association's Search for Excellence program were made during 1983 by teams of 17 researchers. The reports were analyzed in search for common characteristics that can explain the requirements necessary for excellent science programs. The results indicate that creative ideas, administrative and community involvement, local ownership and pride, and well‐developed in‐service programs and implementation strategies are vital. Exceptional teachers with boundless energies also seem to exist where exemplary science programs are found.
The effect of a new prelaboratory procedure on students' achievement in chemistry
Authors: Isom F. Steven , Rowsey Robert E.
Published: October 2006

The primary purpose of this study was to develop an alternative model, the Prelaboratory Preparation Period (PLPP), to be used to introduce freshman level students to weekly laboratories and to evaluate student academic achievement as the result of attending the Prelaboratory Preparation Period. The sample was composed of 233 students taking introductory chemistry at Auburn University. The data were collected over a four quarter period of time. A posttest‐only control group design with five experimental and three control groups was used to investigate the effect of the Prelaboratory Preparation Period. A Multivariate Analysis of Variance (MANOVA) was used to determine if significant differences existed between academic achievement of the experimental and control groups. Results of the analysis indicated that a significant difference (α = 0.05) in academic performance existed between the two groups. It was concluded that the Prelaboratory Preparation Period increased the academic achievement of students enrolled in an introductory chemistry course.
High‐school biology, chemistry, or physics learned well in three weeks
Authors: Stanley Julian C. , Stanley Barbara S. K.
Published: October 2006

At ages 11–15, 25 intellectually highly able youths studied high‐school biology and 13 studied chemistry intensively for three summer weeks, after which their median score on the College Board's achievement test was 727 (biology) and 743 (chemistry). Four learned both subjects well in six weeks. Thus, the 34 participants were prepared to study the college level of the subject(s) that fall or the next. Results for 184 students taking biology, chemistry, or physics two summers later were comparable. For youths this able, the usual high‐school science course is much too slowly paced. Completing the basic course well during the summer makes it feasible to start advanced work in the subject that fall and thereby score high on the College Board's Advanced Placement Program college‐level examination the next May.
Perceived science ability as a factor in the course selections of men and women in college
Authors: Deboer George E.
Published: October 2006

It was hypothesized in this study that men and women develop a belief about their ability in science during their school years that is based in part on their participation in certain science courses and on their level of performance in those courses. This belief about their ability in turn affects the science decisions that these students make when they enter college. Students who believe they have ability in science are more likely to choose a science curriculum in college than those who do not. The results indicated that even though their performance in high school science was better than that of the men, women in this study rated their ability in science lower, and that this had a negative effect on later participation in college science.
Improving research on computers in science learning
Authors: Kracjik Joseph S. , Simmons Patricia E. , Lunetta Vincent N.
Published: October 2006

Although research in Computer Assisted Instruction (CAI) currently lacks a well‐developed literature and experimental foundation, the number of papers relating to CAI at the 1985 NARST convention at French Lick Springs increased substantially over those presented at the 1984 meeting. This commentary critiques some of those papers and suggests implications for the conduct of research on computers in science learning.

The spirit of inquiry and the willingness to share ideas at the 1985 NARST meeting at French Lick Springs enhanced the quality of the meeting and made possible the gathering of papers and information that are the basis for this commentary. One team of authors (Choi & Gennaro, 1985) was so generous as to provide us with software they had developed for their study. The willingness to share was impressive and can facilitate research and development.
A technique for evaluating skills in high school science
Authors: Collis Kevin F. , Davey H. A.
Published: October 2006

This report sets out the procedures followed in developing a set of science items to test a variety of intellectual skills deemed important in secondary school science and then analyzing them in order to examine their construct validity in relation to a technique of evaluation which analyzes the way in which individuals structure their responses to previously learned material (Biggs & Collis, 1982). The items covered the four sciences commonly taught in Australian schools, Geology, Biology, Physics, and Chemistry. Each item followed the superitem format devised by Cureton (1965) and consisted of a stem followed by four questions. Each group of four questions was devised so that they formed a hierarchy of difficulty levels. Nineteen of the items finally accepted as meeting the initial criteria were arranged for group testing to enable a validation trial to be carried out. The analysis showed that the items had construct validity in terms of the theory and were viable for testing certain science skills at the High School level. Implications of the study point to a need for further investigations in both the curriculum and teaching areas of school science.
Effect of women science career role models on early adolescents' attitudes toward scientists and women in science
Authors: Smith Walter S. , Erb Thomas Owen
Published: October 2006

In order to change the attitude of early adolescent female and male students toward scientists and women in science, students in the middle school/junior high grades were exposed over a two months' period to women science career role models as part of their science instruction. This treatment positively affected the students' attitude toward scientists and toward women in science. It is suggested that teachers of science in the middle school/junior high should periodically bring community resource people who use science in their careers to the classroom to act as role models and that women should be included among this group so that the attitudes of both male and female students toward scientists and women in science might be improved.
Cognitive restructuring as an early stage in problem solving
Authors: Bodner George M. , McMillen Theresa L. B.
Published: October 2006

This article examines the hypothesis that there are preliminary stages in problem solving which most chemists neglect when trying to teach their students how to solve problems in introductory chemistry courses. It is during these early stages that relevant information is disembedded from the question and the problem is restructured. Unless students can successfully complete these cognitive restructuring stages, they cannot proceed on to the more analytic stages in problem solving that have received more attention from chemists.

Preliminary evidence for this hypothesis consists of linear correlations between student ability to handle disembedding and cognitive restructuring tasks in the spatial domain and their ability to solve chemistry problems.
A comparison of concrete and formal science instruction upon science achievement and reasoning ability of sixth grade students
Authors: Saunders Walter L. , Shepardson Daniel
Published: October 2006

Several 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.
Spatial ability and its role in organic chemistry: A study of four organic courses
Authors: Pribyl Jeffrey R. , Bodner George M.
Published: October 2006

The relationship between spatial ability and performance in organic chemistry was studied in four organic chemistry courses designed for students with a variety of majors including agriculture, biology, health sciences, pre‐med, pre‐vet, pharmacy, medicinal chemistry, chemistry, and chemical engineering.

Students with high spatial scores did significantly better on questions which required problem solving skills, such as completing a reaction or outlining a multi‐step synthesis, and questions which required students to mentally manipulate two‐dimensional representations of a molecule. Spatial ability was not significant, however, for questions which could be answered by rote memory or by the application of simple algorithms.

Students who drew preliminary figures or extra figures when answering questions were more likely to get the correct answer. High spatial ability students were more likely to draw preliminary figures, even for questions that did not explicitly require these drawings. When questions required preliminary or extra figures, low spatial ability students were more likely to draw figures that were incorrect. Low spatial ability students were also more likely to draw structures that were lopsided, ill‐proportioned, and nonsymmetric.

The results of this study are interpreted in terms of a model which argues that high spatial ability students are better at the early stages of problem solving described as “understanding” the problem. A model is also discussed which explains why students who draw preliminary or extra figures for questions are more likely to get correct answers.
Management of science classroom tasks and effects on students' learning opportunities
Authors: Sanford Julie P.
Published: October 2006

This study examined the work that students completed during six or seven week units of instruction in four different science classes. The purpose of the study was to assess the kinds of learning opportunities students had as they dealt with science content and the problems teachers faced in managing different kinds of assignments, particularly assignments that required students to use higher level cognitive operations. Management strategies associated with these assignments are described and the effects of these strategies are considered.
Theory‐building and theory‐confirming observation in science and science education
Authors: Willson Victor L.
Published: October 2006

A paper by Norris presents scientific observation as a highly inferential activity in which human senses have become secondary to instrumentation. Norris takes examples from elementary and secondary curricula to support his position. This paper examines Norris's contentions from two perspectives, that of cognitive psychology and that of the philosophy of science. It is argued here that Norris has discussed only one aspect of observation, theory‐confirming observation. Another, pretheoretic or theory‐building observation, is more closely related to the curriculum activities he criticized. From a cognitive psychology perspective the theory‐confirming observation is of use to the expert, but for novices the absence of domain‐specific knowledge and of sophisticated problem‐solving processes may render theory‐building observation more meaningful for instruction.
The third revolution in computers and education
Authors: Disessa Andrea A.
Published: October 2006

We have an opportunity for the first time to build a legitimate scientific and engineering base for science education. Computers play a central role in this opportunity, but in order for us to realize these hopes, we must set our sights above the hubub of “getting computers into schools,” and on fundamental issues of how people learn, what and how we should teach. This article reviews the reasons for optimism and sets some near future goals in looking forward to the decades of scientific, technological and cultural change ahead.
Students' programming behavior in a pascal course
Authors: Pintrich Paul R. , Berger Carl F. , Stemmer Paul M.
Published: October 2006

Students' (n = 23) actual programming behaviors were observed in two high school Pascal programming classes. Observation was performed with a computerized low inference instrument that collected both frequency and time data. Behaviors coded included students' production of code as well as their debugging strategies. Results revealed that students spend little time in planning their programs or writing their code before they start to key in their code. Their debugging behavior was best characterized as a trial and error strategy. Results are discussed in terms of the classroom context for programming and implications for research on the effects of programming instruction.
Relationships of attitude toward classroom environment with attitude toward and achievement in science among tenth grade biology students
Authors: Talton E. Lynn , Simpson Ronald D.
Published: October 2006

The purpose of the study was to examine the relationship of classroom environment to attitudes toward science and achievement in science among tenth grade biology students. An attitude instrument was administered at three times during the school year to measure student attitudes toward science and the classroom environment. The classroom environment measures examined six areas: emotional climate of the science classroom, science curriculum, physical environment of the science classroom, science teacher, other students in the science classroom, and friends attitudes toward science. Student achievement in science was measured by teacher reported semester grades. The results of the study indicated: (1) student attitudes toward the classroom environment predicted between 56 to 61% of the variance in attitudes toward science, (2) student attitudes toward the classroom environment predicted between 5 to 14% of the variance in achievement in science, (3) student attitudes toward science and attitudes toward the classroom environment predicted between 8 and 18% of the variance in achievement in science.
Scale dimensionality and population heterogeneity: Potential problems in the interpretation of attitude data
Authors: Rennie Leonie J. , Parker Lesley H.
Published: October 2006

This paper examines problems in the interpretation of attitude data which may arise when the dimensionality of the instrument and sources of heterogeneity in the population are ignored. As a specific example, the paper describes the development and analysis of an instrument designed to measure primary school children's liking of science‐related activities. Careful analysis of the patterns of response to the questionnaire created some disquiet about the conventional methods used to collapse data from attitude scales. The results demonstrate that conclusions drawn from attitude measurement can be misleading when proper attention is not given to the structure of the instrument nor to the structure of the population from which the measurements are made.
A classification of the ISIS program using Bloom's cognitive taxonomy
Authors: Clevenstine Richard F.
Published: October 2006

This article focuses on the practical use of Bloom's Taxonomy of Educational Objectives. The current status of analyzing and classifying test items and behavioral objectives was examined in this study. Specifically, the purpose of this study was to analyze and classify the ISIS minicourse performance objectives and criterion‐referenced test items according to Bloom's cognitive Taxonomy in order to determine what levels of cognition the ISIS instructional materials are directed. The performance objectives and test items of thirty‐three ISIS minicourses and criterion‐referenced tests were collected and classified. Four research questions were posed in the study. The findings indicate that ISIS minicourse test items and performance objectives are written primarily at the Knowledge and Comprehension levels. The ISIS instructional materials reflect low percentages of upper cognitive level test items and performance objectives. Based upon the use of a chi‐square analysis, twenty‐four of the ISIS minicourses and tests demonstrate a positive congruence between their performance objectives and criterion‐referenced test items. Nine ISIS minicourses were found to demonstrate a negative relationship between their performance objectives and test items. Implications and Recommendations based on the findings of the studies are provided.
The effect of matching and mismatching cognitive style and science instruction
Authors: Conwell Catherine R. , Helgeson Stanley L. , Wachowiak Dale G.
Published: October 2006

This study examined the effect of matching learners' cognitive styles with science learning activities on science knowledge and attitudes. Fifty‐six elementary education majors who were identified as Sensing Feeling types on the Myers‐Briggs Type Indicator participated in this study. The Sensing Feeling type is predominant among elementary school educators. The subjects participated in either nine science activities matched to the learning preferences of Sensing Feelers or nine science activities mismatched to their learning preferences. These mismatched activities were geared toward the learning preferences of Intuitive Thinkers, the dominant type among scientists. Results revealed no significant differences between matched and mismatched groups in knowledge of the material presented or overall attitude toward science and toward science teaching. Comparisons made subsequent to the hypothesized analyses did suggest that cognitive style may affect reactions to certain specific learning activities. The immediate reactions of forty non‐Sensing Feeling types who also experienced the treatments were compared to those of the 56 Sensing Feeling subjects. Certain activities which were rated by judges prior to the onset of treatment as being particularly well‐matched to the Sensing Feeling style did receive significantly more favorable ratings by the Sensing Feeling subjects than by other types. Conversely, the Sensing Feelers gave significantly lower ratings than other types to certain activities which, according to independent judges, were strongly mismatched to the Sensing Feeling style.
A look at spatial abilities in undergraduate women science majors
Authors: Lord Thomas R.
Published: October 2006

Contemporary investigations indicate that men generally perform significantly better in tasks involving visuo‐spatial awareness than do women. Researchers have attempted to explain this difference through several hypotheses but as yet the reason for the dimorphism has not been established. Further, contemporary studies have indicated that enhancement of mental image formation and manipulation is possible when students are subjected to carefully designed spatial interventions. Present research was conducted to see if women in the sciences were as spatial perceptively accurate as their male counterparts. The researcher also was interested to find if the women that received the intervention excercises improved in their visuo‐spatial awareness as rapidly as their male counterparts.

The study was conducted on science majors at a suburban two year college. The population was randomly divided into groups (experimental, placebo, and control) each containing approximately the same number of men and women. All groups were given a battery of spatial perception tests (Ekstrom et al, 1976) at the onset of the winter semester and a second version of the battery at the conclusion of the semester. An analysis of variance followed by Scheffe contrasts were run on the results. The statistics revealed that the experimental group significantly outperformed the nonexperimental groups on the tests. When the differences between the mean scores for the women in the experimental group were statistically compared to those of the men in the experimental group the women were improving at a more rapid rate. Many women have the capacity to develop visuo‐spatial aptitude and although they may start out behind men in spatial ability, they learn quickly and often catch up to the men's level when given meaningful visuo‐spatial interventions.
Predicting genetics achievement in nonmajors college biology
Authors: Mitchell Angela , Lawson Anton E.
Published: October 2006

Students enrolled in a non‐majors college biology course were pretested to determine their level of intellectual development, degree of field independence, mental capacity, amount of prior genetics knowledge, and amount of fluid intelligence. They were then taught a unit on Mendelian genetics. The only student variables found to not account for a significant amount of variance on a test of reading comprehension and/or a test of genetics achievement was amount of prior genetics knowledge. Developmental level was found to be the most consistent predictor of performance, suggesting that a lack of general hypothetico‐deductive reasoning ability is a major factor limiting achievement among these students.
Ways students read texts
Authors: Wandersee James H.
Published: October 2006

College students responding to the Preferred Method of Study (PMOS) questionnaire explained how they approach reading a new textbook chapter for comprehension. Results indicated that a significant positive correlation exists between the number of passes a student makes at new textbook material and his/her college grade‐point average. Women showed a significant preference for adopting a single method of study. Less than half of the students queried construct “organizational tools” such as outlines or diagrams as they study a textbook. Students said they would alter their textbook strategies in response to the type of test they expected significantly more often than they would for the type of subject matter being studied. Only 6% of the students said they make a conscious effort to link the new concepts in the text to prior knowledge. There was no discernable relationship between the study strategies undergraduate college students employ and their college grade level (freshman through senior).
Descriptive studies of students' conceptions in science
Authors: Hashweh Maher
Published: October 2006

The article calls for differentiating between three kinds of studies of students' conceptions in science—descriptive studies, explanatory studies, and studies attempting to foster conceptual change. Separate reviews of each of these categories of research are needed due to the different aims and the different theoretical and methodological issues pertaining to each category. Descriptive studies are reviewed in an attempt to illustrate the benefits of such a differentiation. The claims that students hold a limited number of preconceptions about science topics, and that these preconceptions, which sometimes hinder the acquisition of science concepts, often persist after instruction are found to be well supported in the literature. Some theoretical and methodological issues related to descriptive studies are discussed.
Scientific literacy and informal science teaching
Authors: Maarschalk Jan
Published: October 2006

Two stages in research on scientific literary are identified: a composite saturation stage in which definitions covered all objects of science education and a stage where researchers focused on small manageable portions of scientific literary. Initial and continuous scientific literacy research in which the focus is on cognitive preference for science and informal science teaching is described. Underlying cognitive preference is a value preference for science. Three interdependent but clearly distinguishable forms of science teaching, formal, nonformal and informal, are described. Informal science teaching is identified as a condition for and an outcome of scientific literacy.
Physics in canadian secondary schools: Intentions, perceptions, and achievement
Authors: Finegold Menahem , Raphael Dennis
Published: October 2006

This article examines secondary‐school physics teaching with respect to three levels of curriculum. These are the curriculum as designed by educational authorities and intended for school guidance, as perceived by teachers and translated into classroom practice, and as internalized by students and expressed by achievement on physics tests. In keeping with international usage we refer to these levels of curriculum as the intended, the translated and the achieved. The article is based upon the analysis of curriculum documents and guidelines, teacher assessments of opportunity provided students to learn, and student achievement on a comprehensive physics test. The context for analysis is provided by an ongoing international study of science education in which some 30 participating countries analyze the three curriculum levels and attempt to draw conclusions concerning possible relationships among them. The article reports limited but nevertheless significant relationships found among intentions, translations, and achievement in the teaching of physics in Canadian secondary schools.
On the chemical equilibrium concept: Constrained word associations and conception
Authors: Gussarsky Esther , Gorodetsky Malka
Published: October 2006

The use of the method of constrained word associations to gain knowledge on the conception of the chemical equilibrium concept is reported. The analysis provides information on:

A general indication of change in the cognitive structure of students associated with chemical comprehension.

The comparison of clusters of concepts at pre‐ and postinstruction indicating the associated concepts.

A graphical representation of the links among concepts which resulted from instruction.

The results obtained by this technique were similar to those obtained by the method of free sorting of a set of concepts. As the latter was found to correlate with problem‐solving ability, it is argued that the method of constrained word associations is a reliable tool for mapping certain aspects of cognitive structure concerned with understanding.
Understandings and misconceptions of biology concepts held by students attending small high schools and students attending large high schools
Authors: Simpson William D. , Marek Edmund A.
Published: October 2006

Do students from small high schools show fewer understandings and more misconceptions of biology concepts than students attending large high schools? Fifty students attending large high schools (enrollments exceeding 900 students) and fifty students attending small high schools (enrollments less than 150 students) were randomly selected and than evaluated on their understandings and misunderstandings of four biology concepts: diffusion, homeostasis, food production in plants, and classification of animals and plants. Students attending small high schools showed less instances of understanding and more instances of misunderstanding the concepts of diffusion and homeostasis. These differences could be related to a higher percentage of students in large schools capable of formal operations; sound understanding of diffusion and homeostasis required students to use formal operations. No difference was observed between the large and small school samples for the concepts of food production in plants and classification of plants and animals. Students in the small school sample lived in agricultural communities and their daily experiences allowed them to develop some understanding of food production in plants and prevented instances of misunderstandings from being developed. Classification of animals and plants required concrete operations to understand; therefore, students in small schools were capable of developing sound understanding as well as students from large schools.
Relative success in college chemistry for students who experienced a high‐school course in chemistry and those who had not
Authors: Yager Robert E. , Snider Bill , Krajcik Joseph
Published: October 2006

A total of 53 high‐ability students who had completed the eleventh year in high school enrolled in a standard college chemistry course at the University of Iowa. Half of them had completed a high‐school course in chemistry and half had not. After 2 months of instruction during a summer session, there was no difference between groups as to attitude toward chemistry, performance on the ACS‐NSTA Chemistry Achievement Examination, final examination for the course, and course grade. There was a great difference in the amount of time required of tutors; the students who had not completed high‐school chemistry spent more time in studying and with tutors.