bluuebunny/crossref_metadata_2025 huggingface dataset:
Path analysis: A model for the development of scientific reasoning abilities in adolescents
Authors: Stuessy Carol L.
Published: October 2006

A model was formulated and tested for the development of scientific reasoning abilities in adolescents. Piagetian theory provided the framework for choosing potential determinants of the dependent variable, scientific reasoning abilities. A model reflecting hypothesized causal relationships among determinants and with the dependent variable was developed a priori on the basis of theoretical and substantive reasoning. The hypothesized model was tested and revised using path analysis. Data from intact classes of middle‐school (n = 101) and high‐school (n = 89) students from an upper‐middle‐class suburb of a midwestern city revealed significant (p < 0.05) path coefficients for these variables and scientific reasoning abilities: age, I.Q., field dependence–independence, and experience. A path from locus of control to scientific reasoning abilities through field dependence‐independence was also statistically significant. The revised model explained 61 percent of the variance in scientific reasoning abilities.
A comparison of student reactions to biology instruction by interactive videodisc or conventional laboratory
Authors: Leonard William H.
Published: October 2006

This study was designed to learn if students perceived an interactive computer/videodisc learning system to represent a viable alternative to (or extension of) the conventional laboratory for learning biology skills and concepts normally taught under classroom laboratory conditions. Data were collected by questionnaire for introductory biology classes at a large midwestern university where students were randomly assigned to two interactive videodisc/computer lessons titled Respiration and Climate and Life or traditional laboratory investigation with the same titles and concepts. The interactive videodisc system consisted of a TRS‐80 Model III microcomputer interfaced to a Pioneer laser‐disc player and a color TV monitor. Students indicated an overall level satisfaction with this strategy very similar to that of conventional laboratory instruction. Students frequently remarked that videodisc instruction gave them more experimental and procedural options and more efficient use of instructional time than did the conventional laboratory mode. These two results are consistent with past CAI research. Students also had a strong perception that the images on the videodisc “were not real” and this factor was perceived as having both advantages and disadvantages. Students found the two approaches to be equivalent to conventional laboratory instruction in the areas of general interest, understanding of basic principles, help on examinations, and attitude toward science. The student‐opinion data in this study do not suggest that interactive videodisc technology serve as a substitute to the “wet” laboratory experience, but that this medium may enrich the spectrum of educational experiences usually not possible in typical classroom settings.
Impediments to change: Applications of coaching in high‐school science teaching
Authors: Tobin Kenneth , Espinet Mariona
Published: October 2006

This article describes how two coaching models were utilized in an attempt to assist Jonathon, an experienced teacher who had been teaching science for only two years, to improve his science teaching. Because of the numerous difficulties that Jonathon encountered in planning and implementing the science curriculum, school administrators requested assistance from several science educators from a university near the school. In order to assist Jonathon, two coaching models were used over a period of approximately six months. In the first coaching program two high‐school teachers were coached by three science educators from the university. In the second coaching program the teachers coached one another. Neither program was successful in improving Jonathon's teaching in the intended manner. The major impediments to change were Jonathon's beliefs about teaching and learning and his relatively poor knowledge of the science content he was to teach. The findings of the study suggest that the coaching interventions require teachers to analyze teaching, reflect on practice, and consider alternative approaches to teaching and learning. Involvement in the coaching programs provided Jonathon with a foundation of knowledge on which sustained improvements in teaching might develop in the future.
The notion of style in physics textbooks
Authors: Strube Paul
Published: October 2006

In what sense can a work of nonfiction be said to have a style? Is there such a thing as “textbook” style? The language of science textbooks has often been characterized as difficult and formal, yet those terms have never been carefully defined outside of readability demands. This article makes a first attempt at generating workable criteria for assessing the stylistic character of textbooks. This is done using passages from current physics textbooks, which are analyzed for prose structure, word choice, and literary characteristics.
Development and application of a diagnostic instrument to evaluate grade‐11 and ‐12 students' concepts of covalent bonding and structure following a course of instruction
Authors: Peterson Raymond F. , Treagust David F. , Garnett Patrick
Published: October 2006

This article initially outlines a procedure used to develop a written diagnostic instrument to identify grade‐11 and ‐12 students' misconceptions and misunderstandings of the chemistry topic covalent bonding and structure. The content to be taught was carefully defined through a concept map and propositional statements. Following instruction, student understanding of the topic was identified from interviews, student‐drawn concept maps, and free‐response questions. These data were used to produce 15 two‐tier multiple‐choice items where the first tier examined content knowledge and the second examined understanding of that knowledge in six conceptual areas, namely, bond polarity, molecular shape, polarity of molecules, lattices, intermolecular forces, and the octet rule. The diagnostic instrument was administered to a total of 243 grade‐11 and ‐12 chemistry students and has a Cronbach alpha reliability of 0.73. Item difficulties ranged from 0.13 to 0.60; discrimination values ranged from 0.32 to 0.65. Each item was analyzed to ascertain student understanding of and identify misconceptions related to the concepts and propositional statements underlying covalent bonding and structure.
Analysis of the conceptual structure and reasoning demands of elementary science texts at the primary (K‐3) level
Authors: Staver John R. , Bay Mary
Published: October 2006

Eleven elementary science texts commonly used in the nation's schools were examined in terms of conceptual structure and reasoning demands of the texts. Specifically, one primary level (K–3) unit was randomly selected for analysis. Concept maps were drawn and evaluated, and the propositions between concepts were examined in terms of the Piagetian mental schema needed for comprehension. Results show that (1) concept maps and therefore the conceptual structures for a unit on air and/or weather vary widely across texts; (2) all but two conceptual structures are well defined, in that a single concept or group of concepts is not isolated from the total framework; (3) the reasoning needed to comprehend the between‐individual concepts is concrete, in that classificational, interactional, and direct observational reasoning are necessary; and (4) these reasoning demands are above the developmental capabilities of a large segment of primary‐level children, who function in the preoperational stage. Discussion of the results focuses on the kind of science that is appropriate for primary‐level youngsters.
Teachers' perspective: Developing and implementing an sts curriculum
Authors: Mitchener Carole P. , Anderson Ronald D.
Published: October 2006

This article explores science TEACHERS' perceptions of and consequent decisions about the development and implementation of a nontraditional science curriculum. It is a case‐study analysis that examines the perceptions of 14 secondary teachers of a model science/technology/society (STS) curriculum designed to promote scientific literacy.

Although the TEACHERS' decisions varied on whether to accept, alter, or reject the STS curriculum, they shared similar concerns about the development and implementation of this multidisciplinary curriculum. There existed a common set of five factors that the teachers believed to be critical, and that strongly affected their daily teaching decisions.

This study offers insights into how science teachers perceive an STS curriculum, and the influence those perceptions have on their teaching decisions. It explores curricular issues from the frame of reference of teachers, the key factor in successfully implementing innovations.
The effect of Newsday's science education series program on selected ninth‐grade students' comprehension of science reading material
Authors: Friend Harold , Karsch Sol , Siegal Shirley
Published: October 2006

Reading is a communication process that is crucial to students in science. Printed text materials are the most widely used teacher aids in the classroom. But reading as a major focus of science instruction has been out of favor with the mainstream of science education since the late 1950s. Despite this, few would deny the value of reading skills in a science class. The purpose of the present investigation was to determine how the use of Newsday's Science Education Series Program affected selected ninth‐grade students' comprehension of science reading material. Analysis of covariance showed that students with standardized reading and mathematics scores at least two years above grade level who were taught using newspaper science articles alone had Degrees of Reading Power posttest scores higher at the 0.05 level of significance compared to students taught using Newsday's Science Education Series Program or using only the science article's content as part of class lessons. Students with standardized reading and mathematics scores on grade level taught using Newsday's Science Education Series Program had Degrees of Reading Power posttest scores higher at the 0.01 level of significance compared to students taught by either of the other methods.
A case study of high school teachers' decision making models for planning and teaching science
Authors: Duschl Richard A. , Wright Emmett
Published: October 2006

The focus of this study was to investigate the manner and the degree to which science teachers consider the nature of the subject matter in their decision making addressing the planning and the delivery of instructional tasks. An assumption of the study is that considerations for the nature of the subject matter should be a factor in a teacher's decision making about what to teach and how to teach. Relevant research literature reviewed includes (1) human decision making and the development of cognitive models of reality, (2) modern philosophies of science, and (3) philosophy of science and science education. Methods of data collection and of data analysis followed Spradley's Developmental Research Sequence guidelines for conducting ethnographic research. Validity of research findings was established from the triangulation of observations, interviews, and documents and surveys. The goal of the research was the development of grounded hypotheses about science TEACHERS' pedagogical decision making. Based on the results of this study it is hypothesized that science TEACHERS' decision‐making models of reality for the selection, implementation, and development of instructional tasks are dominated by considerations for (a) student development, (b) curriculum guide objectives, and (c) pressures of accountability. Little, if any, consideration is given to the nature of the subject matter by the science teachers in decision making. Implications exist for the disenfranchisement of teachers from the task of making decisions concerning what to teach.
Professional education reading patterns of presidential science honorees
Authors: Barrow Lloyd H.
Published: October 2006

The 422 Presidential Science Honorees (1984–86) participated in a Delphi study composed of two surveys. The first survey ascertained the science education journals, general education journals, science indexes, and education indexes that preservice secondary science education majors should be familiar with in their preparation program. There was a 53.9% return rate for the first survey, but data about science and education indexes was too limited for further analysis. The second survey included the most frequently mentioned science education and general education journals and a demographic component. There was a 72.5% return rate for the second survey with 92.1% of the first respondents completing the second survey. The respondents were 36.9% female and 59.8% male. Generally, the respondents were mainly high school teachers who have a Master's degree, are actively involved in their school system's inservice education program for science, attend professional meetings, submit manuscripts for publication, more recently completed a college science course than a college education course, and read science education journals more frequently and thoroughly than general education journals. The most frequently read journals tend to be of a practical orientation. Almost 60% of the respondents read more than one‐third of each issue of The Science Teacher. The next five most frequent journals read were: National Geographic, Discover, Science News, American Biology Teacher, and Chem Matters.
A comparative analysis of noss profiles on nigerian and American preservice, secondary science teachers
Authors: Cobern William W.
Published: October 2006

In this study American preservice science TEACHERS' responses on Kimball's Nature of Science Survey (NOSS) were used as a basis for analyzing the sense of the nature of science held by a group of Nigerian preservice science teachers. From an item‐by‐item comparison two salient differences were noted. These differences are quite interesting and important, and one would expect to see replication attempts in the near future. The primary difference was that the Nigerian students were much more inclined to see science as a way of producing useful technology. Given the national interests of a developing nation this is an understandable perception and one common among government policy makers. Nevertheless, it is a view with potential long‐range dangers if this view of science is effectively transferred from teacher to student. For example, such a view is likely to raise false expectations in the general population, which when not achieved could result in widespread rejection of science. The second distinctive of the Nigerian students' sense of the nature of science had to do with the openness of science. These students perceived scientists as nationalistic and secretive about their work. This finding is troubling and indicates an important line of investigation: What image of science, especially Western science, is carried in the international media? How is that image understood in non‐Western nations? What are the implications for international scientific cooperation?
Enhancing student achievement through computer‐generated homework
Authors: Milkent Marlene M. , Roth Wolff‐Michael
Published: October 2006

The purpose of this study was to investigate the effects of interactive computer‐generated homework on student achievement. Of two sections of Physical Science I, one received homework via the computer; the other received printed, equivalent homework assignments. The results of this study indicate that the use of drill‐and‐practice computer homework minimizes differences among students with a corresponding decrease in the correlation between posttest scores and entry‐level combined ACT science and mathematics scores. The results also support the basic assumption of mastery learning that appropriate instruction will decrease the relationship between aptitude and achievement.
Success of students in a college physics course with and without experiencing a high school course
Authors: Yager Robert E. , Krajcik Joseph S.
Published: October 2006

High school students with high ability were enrolled in a standard college physics course for each of two summers with the same professor, same course outline, same textbook, same laboratories, and the same examinations. Half of each group had completed a high school physics course; half had not. Dormitory counselors were available for assistance and support. In addition, tutors were available in the laboratories to provide any help necessary with interpretation of lectures and performances in the laboratory, and with mathematical computation. Pre‐ and posttest measures concerning course content and attitude were given. After the eight‐week summer instruction, the students who had not completed high school physics performed as well on the final course examination; there were no differences with respect to course grade or attitude toward physics. The group that had not completed high school physics used the tutors provided far more frequently than did students who had completed the high school course. When high‐ability students are enrolled in college physics with tutors made available for needed assistance, there appears to be no advantage for students to complete the standard high school physics course.
The effects of advance organizer and prerequisite knowledge passages on the learning and retention of science concepts
Authors: Healy Vivian C.
Published: October 2006

Fifty‐five ninth‐grade science students participated in this study which compared the effects of two pretreatments, an advance organizer and a prerequisite knowledge passage, on learning and retention measured at low (knowledge and comprehension) and high (application and analysis) levels of the cognitive domain. The effectiveness of the pretreatments was measured by a framework test and a prerequisite knowledge test prior to the beginning of instruction. An analysis of covariance, with IQ as the covariate, was performed on the framework test and the prerequisite knowledge test. It was found that the advance organizer group performed significantly better than the prerequisite knowledge group (p < 0.001) on the first framework test, and the prerequisite knowledge group performed significantly better (p < 0.001) than the advance organizer group on the prerequisite knowledge test. These results provide evidence that both passages were read and understood by the students and that the passages had their intended effects as preinstructional treatments. An analysis of covariance, with IQ as the covariate, was performed on the low‐level questions, high‐level questions, and total score for the posttest and retention test. The group means for the two question levels and the total score were not found to be significantly different (p > 0.05) for either the posttest or retention test. The results of this study do not provide evidence that an advance organizer facilitates learning and retention more than a preinstructional treatment that concentrates on developing prerequisite knowledge.
Home and school contributions to science achievement in elementary schools in israel
Authors: Zuzovsky Ruth , Tamir Pinchas
Published: October 2006

This article reexamines the relative status of “school variables” versus “home variables” in explaining the variance in science achievement, based on data from Israeli elementary schools in 1984. The contribution of school variables was found to be “subject specific”—larger in subjects taught in school and less dependent on general ability, and “system specific”—larger in low socioeconomic schools and small in high socioeconomic schools.
An assessment of the quantitative skills of students taking introductory college biology courses
Authors: Marsh Jeffrey F. , Anderson Norman D.
Published: October 2006

Twenty‐three mathematical competencies were identified and a 46‐item multiple choice test was developed to measure the extent to which students entering introductory college biology courses possessed these competencies. Students enrolled in semester‐long introductory courses for science majors and non‐science majors were given the test at the beginning and end of the courses. The relationships between the mathematical competencies possessed by students at the beginning of the semester and 15 variables dealing with student characteristics were examined. Also investigated was the relationship between test scores and the type of mathematics courses taken during the semester students were enrolled in the introductory biology courses.
What does it mean to be an exemplary science teacher?
Authors: Tobin Kenneth , Fraser Barry J.
Published: October 2006

In order to provide a refreshing alternative to the majority of research reports, which malign science education and highlight its major problems and shortcomings, a series of case studies of exemplary practice was initiated to provide a focus on the successful and positive facets of schooling. The major data‐collection approach was qualitative and involved 13 researchers in hundreds of hours of intensive classroom observation involving 20 exemplary teachers and a comparison group of nonexemplary teachers. A distinctive feature of the methodology was that the qualitative information was complemented by quantitative information obtained from the administration of questionnaires assessing student perceptions of classroom psychosocial environment. The major trends were that exemplary science teachers (1) used management strategies that facilitated sustained student engagement, (2) used strategies designed to increase student understanding of science, (3) utilized strategies that encouraged students to participate in learning activities, and (4) maintained a favorable classroom learning environment.
Motivation and studying in high school science
Authors: Nolen Susan Bobbitt , Haladyna Thomas M.
Published: October 2006

Three groups of high school science students (college‐bound and non‐college‐bound freshmen, college‐bound juniors and seniors) completed surveys measuring their beliefs in the utility of four kinds of study strategies, three types of motivational orientation to science (task orientation, ego orientation, and work avoidance), their reported ability, and attitude toward science. Results indicated that belief in the usefulness of strategies requiring deep processing of information was more strongly positively related to task orientation than to ego orientation in all groups. For the younger groups only, task orientation was positively related to belief in the utility of surface‐level strategies (e.g., rote memorization of facts). Task orientation proved to be the best predictor of student beliefs in deep‐processing strategies, above and beyond that explained by perceived ability and interest in science. The implications of these findings for the current and future goals of science educators are discussed.
Cognitive development and problem solving of Afro‐American students in chemistry
Authors: Atwater Mary M. , Alick Bonita
Published: October 2006

The aims of this study were to investigate the level of cognitive development of Afro‐American students enrolled in general chemistry courses at the college level and to determine the strategies used by both successful and unsuccessful Afro‐American students in solving specific types of stoichiometric problems. It was found that the choice of a strategy is not significantly related to cognitive development of the student in specific types of stoichiometric problems. However, the following trend was noted: Students who are formal‐operational in thought are more likely to be successful when solving mole‐volume problems and complex mole‐mole problems than are their concrete‐operational counterparts. Additionally, a systematic strategy proved to be successful for the students, regardless of the cognitive development, when balancing simple and complex chemical equations. Also, algorithmic/reasoning strategies were needed to solve the mole‐volume problem. A higher level of cognitive development and reasoning may be crucial factors in solving the more sophisticated types of problems in stoichiometry.
Social stratification and science education: A longitudinal analysis, 1981–1986, of minorities' integration into the scientific talent pool
Authors: Mulkey Lynn M. , Ellis Ronald S.
Published: October 2006

It is common knowledge that scientists are those persons who have the unique attributes required to perform in the role, but contrary to what is widely believed, scientists might also be those who have had access to resources of which other members of the population have been deprived. This study investigates the effectiveness of interventions designed to mediate the negative influence of ascription (race and ethnicity) on the scientific talent pool (students having interest and ability in science). Minorities refers to participants representing the major ethnic and racial groups in the New York City school system: Blacks and Hispanics. Cross‐tabulations showed that urban underachieving public high school students take significantly more mathematics and science classes, more frequently graduate from high school and more often enroll in college as compared with students of the same population, who were not exposed to the program. These findings on the effectiveness of tutoring, career counseling, exposure to industrial and academic research sites and to scientist role models, and after‐school and weekend classes in mathematics and science, reinforce the observations of Thomas (1986) of the importance of prerequisites for increasing participation of minorities in the natural and technical sciences and mathematics. They extend knowledge of factors which lessen the effects of ascription on educational attainment, and which promote meritocratic conditions for achieving a scientific occupation.
Accelerating the development of formal thinking in middle and high school students
Authors: Adey Philip , Shayer Michael
Published: October 2006

In an attempt to accelerate the development of formal operations in average young adolescents, intervention lessons relating to all formal schemata were designed in the context of school science courses. Over a period of two years, up to 30 intervention lessons were given by science teachers to their classes in eight schools. Boys who started the program aged 12+ showed a pre‐posttest effect size on Piagetian tests of 0.89 SD compared with control classes. In terms of British norms for the development of operational thinking this was a mean change from the 51st to the 74th percentile. Neither the middle school students nor the 12+ girls showed greater gain than the controls. Gains were shown by girls in one 11+ class and in the two 11+ laboratory classes. In the laboratory school students given intervention lessons by the researchers maintained their gains over controls in formal operations at a delayed posttest one year after cessation of the program. There was no effect on tests of science achievement during the intervention. It was argued that the interventions needed to be accompanied by in‐service training designed to enable teachers to change their teaching style in line with their students' increased operational thinking capacity.
A study of student perceptions of physics teacher behavior
Authors: Brekelmans Mieke , Wubbels Theo , Créton Hans
Published: October 2006

This study investigates student perceptions of the behavior of physics teachers in relation to some other variables in the classroom situation. The research was carried out as a Dutch option of the Second International Science Study. Data were gathered in 65 classrooms of physics teachers with pupils 15 years old. Some of the teachers (21) used the new PLON curriculum and the others a traditional one. Student perceptions of teacher behavior were measured with a questionnaire based on the interpersonal theory of Leary (1957). The aspect of behavior measured is called interactional teacher behavior. We found remarkably high correlations between student perceptions of teacher behavior and affective outcomes such as appreciation of the lessons and motivation for the subject matter. Also, the correlations with cognitive outcomes measured with a standardized international test were significant. It appears that some differences exist between teacher behaviors that are favorable for high cognitive outcomes and behaviors favorable for high affective outcomes in physics lessons. Hardly any differences were found in teacher behavior between teachers using the traditional and the new physics curriculum.
Attaining meaningful learning of concepts in genetics and ecology: An examination of the potency of the concept‐mapping technique
Authors: Okebukola Peter Akinsola
Published: October 2006

Studies have shown that in their study of biology, students perceive genetics and ecology to be difficult areas to learn. This has translated into rote learning of genetics and ecological concepts and reflected in poor performance in tests involving these concepts. Considering the importance of genetics and ecology to man's understanding of himself and his environment, there is a need to inquire into ways of ensuring that students attain meaningful learning of genetics and ecology rather than learning by rote. The efficacy of the concept‐mapping strategy was tried out in this study with 138 predegree biology students. The results showed that the 63 students in the experimental group who employed the concept‐mapping technique performed significantly better on the test of meaningful learning in genetics, t(136) = 16.01. p < 0.001, and ecology, t(136) = 12.27, p < 0.001, than their control group counterparts (N = 75). The implications of these results for teacher education in biology are addressed in the article.
Learning to control variables: Main effects and aptitude treatment interactions of two rule‐governed approaches to instruction
Authors: Ross John A.
Published: October 2006

The study investigated the relative effectiveness of two rule‐governed approaches to teaching children how to control variables. In the elaborative‐rules treatment students were given a mnemonic to stimulate recall of three elements of a well‐designed experiment: causes, effects, and controls. In the organized‐rules treatment students were given a well‐organized set of six rules that provided detailed direction with respect to the same three elements of an experiment. Intact classes of grade‐5 students (n = 283 students) were randomly assigned to two treatments and a control condition consisting of existing teacher practice; after four weeks control‐group classes were reassigned to the rules treatments. Student achievement was observed prior to the implementation of conditions, after instruction, and three months later. Both rules treatment outperformed traditional instruction. The organized‐rules method was slightly more effective overall, but the elaborative‐rules approach had a slightly greater benefit for two groups which tend to be disadvantaged in science achievement: females and field‐dependent students.
Toy‐playing behavior, sex‐role orientation, spatial ability, and science achievement
Authors: Tracy Dyanne M.
Published: October 2006

The purpose of this correlational study was to examine the possible relationships among children's extracurricular toy‐playing habits, sex‐role orientations, spatial abilities, and science achievement. Data were gathered from 282 midwestern, suburban, fifth‐grade students. It was found that boys had significantly higher spatial skills than girls. No significant differences in spatial ability were found among students with different sex‐role orientations. No significant differences in science achievement were found between girls and boys, or among students with the four different sex‐role orientations. Students who had high spatial ability also had significantly higher science achievement scores than students with low spatial ability. Femininely oriented boys who reported low playing in the two‐dimensional, gross‐body‐movement, and proportional‐arrangement toy categories scored significantly higher on the test of science achievement than girls with the same sex‐role and toy‐playing behavior.
The preservice microteaching course and science teachers' instructional decisions: A qualitative analysis
Authors: Gess‐Newsome Julie , Lederman Norman G.
Published: October 2006

The purpose of this investigation was to qualitatively investigate the effects of a microteaching course on preservice science teachers' perceptions of teaching, instructional decisions, and changes in beliefs which occur throughout the course. A total of 17 preservice teachers constituted the sample for this investigation. In addition to viewing and self‐critiquing the videotapes of their lessons, students received both oral and written feedback from peers and instructors. Subjects were also required to complete a reaction questionnaire concerning their beliefs/perceptions prior to the first presentation as well as following each of the four required presentations. Systematic comparisons among students' self‐critiques and reaction questionnaires yielded a total of 12 categories of concerns/beliefs about teaching. These categories pertained to either “Concerns for Self” or “Concerns for Students.” Although the subjects appeared to proceed through a developmental process beginning with concerns for self and moving toward concerns for students, analyses of subjects' comments about students revealed that such remarks were actually egocentric. Additionally, the data indicated that preservice teachers view planning as a complex, two‐component process (i.e., the physical act of writing a plan and the subsequent mental rehearsal of that plan.).
The effect of videotape and written channels of communication on the science attitudes of preservice elementary teachers
Authors: Demers Susan Campbell , Shrigley Robert L.
Published: October 2006

The purpose of this study was to assess the effect of two channels of communication on attitude change in preservice elementary teachers toward the teaching of science. A science attitude scale was administered as a pretest, posttest, and retention test to 66 preservice elementary school teachers. One analysis of variance for repeated measures was conducted. It was found that videotape and written channels of communication were equally effective in science attitude change.
Effects of group size, gender, and ability grouping on learning science process skills using microcomputers
Authors: Berge Zane L.
Published: October 2006

What are the effects of group size (individuals, pairs, and quads of students), gender, and ability grouping of 245 seventh‐ and eighth‐grade students on achievement within an environment that uses microcomputers as tools in learning science process skills? A split‐plot, multivariate factorial design was used to analyze the above factors and interactions among the factors. Analyses indicated that the only statistically significant result was a main effect on ability for the two response variables measured in the study. Major conclusions included: (1) teams of two and four members working together solved problems as effectively as individuals, (2) the lessons and procedures implemented in the manner described generated a gender‐neutral achievement outcome in science, and (3) microcomputer, using a file‐management program and structured activities, can be used as a tool to promote student learning of science process skills.
A causal analysis relating previous achievement, attitudes, discourse, and intervention to achievement in biology and chemistry
Authors: Gooding C. Thomas , Swift J. Nathan , Schell Robert E. , Swift Patricia R. , McCroskery James H.
Published: October 2006

This study described the relationship of 38 variates to achievement in high school biology and chemistry classes. Forty‐four teachers prepared audio tape recordings of discussions throughout a nine‐month period. Equal‐sized groups received treatment consisting of wait time feedback and/or supportive intervention, a form of peer coaching. Other variables were initial measures, which included the variates of class size and previous science grade, pre‐ and posttest scores on student attitudes and perceptions, and prediscourse and discourse analyses, which included the variates of wait times, actions, and response durations. While previous research has shown that wait time feedback and supportive intervention are effective means of changing teacher behavior, the results of the present study revealed that previous student achievement and the attitudes of students accounted for 70% of the variation in the final examination scores (New York State Regents) on the basis of only the first three weeks of data collection on the variables assessed. Generally, little emphasis on higher‐level thinking, wait time, or problem solving was found at the beginning of the school year, and only minimal changes resulted from the application of the treatment variables. Pressures for content coverage and preparation for externally imposed statewide examinations that emphasize memory‐level learning augured against the changes that the independent variables were designed to produce.
Teachers' understanding and the use of the learning cycle
Authors: Marek Edmund A. , Eubanks Carol , Gallaher Thomas H.
Published: October 2006

This study examined the relationships that exist between high school science teachers' understanding of the Piagetian developmental model of intelligence, its inherent teaching procedure—the learning cycle—and classroom teaching practices. The teachers observed in this study had expressed dissatisfaction with the teaching methods they used, and, subsequently, attended a National Science Foundation sponsored in‐service program designed to examine laboratory‐centered science curricula and the educational and scientific theories upon which the curricula were based. The teachers who exhibited a sound understanding of the Piagetian model of intelligence and the learning cycle were more likely to effectively implement learning cycle curricula. They were able to successfully integrate their students' laboratory experiences with class discussions to construct science concepts. The teachers who exhibited misunderstandings of the Piagetian developmental model of intelligence and the learning cycle also engaged their students in laboratory activities, but these activities were weakly related to learning cycles. For example, the data gathered by their students were typically not used in class discussions to construct science concepts. Therefore, these teachers apparently did not discern the necessity of using the data and experiences from laboratory activities as the impetus for science concept attainment. Additional results comparing degrees of understanding, teaching behaviors and questioning strategies are discussed.
Science teaching techniques associated with higher‐order thinking skills
Authors: Lawrenz Frances
Published: October 2006

Science teachers are encouraged to emphasize higher‐order thinking skills, but little is known about the use and relationships of teaching techniques related to these skills. This study reports on a recent survey in Minnesota designed to provide a picture of the instructional styles that are used by seventh and eighth grade science teachers. Further, the data were factor analyzed to identify underlying structure and the resulting factors were correlated to examine the relationships between the factors. Although relationships do exist, it appears that seventh and eighth grade science teachers are individualistic and diverse in their reported teaching technique preferences.
Correlates of formal operational reasoning: A neo‐piagetian analysis
Authors: Niaz Mansoor
Published: October 2006

Most Piagetian formal operational reasoning tasks show horizontal decalage; that is, subjects pass certain tasks and fail others that have the same logical structure. The study reported here analyzes the importance of individual difference variables, as postulated by the neo‐Piagetian theory of Pascual‐Leone, in explaining subject performance in formal reasoning. A sample of 72 freshman students were administered a test of formal reasoning having 20 items of different types of reasoning, and the tests of the individual difference variables. Results obtained from multiple regression analyses show that Pascual‐Leone's structural M‐capacity (Ms) is the most consistent predictor of success in the different formal reasoning tasks, followed by Witkin's cognitive style, and to a much lesser degree Raven's progressive matrices, and Pascual‐Leone's functional M‐capacity (Mf). It was found that in the total score on the 20 items of formal reasoning, Ms accounted for 23.3% of the variance (R = 0.483, F = 6.39, p = 0.014) and Witkin's Group Embedded Figures Test, increased the multiple R significantly (F = 7.77, p = 0.007) and accounted for 7.6% of the variance. Mf and the Raven test did not make a significant contribution to the regression equation. Correlation coefficients among most of the items having the same reasoning pattern but different content are generally low but statistically significant (p < 0.01). Intercorrelations among items having the same formal reasoning pattern and content are fairly high (p < 0.001). These results emphasize the importance of individual difference variables: information‐processing capacity (Pascual‐Leone) and oversensitivity to potentially misleading information (Witkin). It is suggested that in order to understand student performance in formal reasoning tasks, we should expect horizontal decalages as a rule and not the exception, as Piaget had postulated. Educational implications are drawn.
Effects of the learning cycle upon student and classroom teacher performance
Authors: Marek Edmund A. , Methven Suzanne B.
Published: October 2006

A great deal of research has been done regarding science in‐service education and the conclusion can be drawn that positive results were generally achieved in workshop‐participant attitude and implementation of instructional approaches into the classroom. One of the most important effects of an in‐service workshop is upon the students of the teachers participating in an in‐service program, but rarely, if ever, is this parameter assessed in the in‐service evaluation design. This study investigated the relationships among (1) teacher's attitudes and implementation of in‐service workshop developed science materials (learning cycles) and (2) elementary school student's conservation reasoning and language used to describe properties of objects. Data were gathered from over 100 students from grades K‐5 and 16 teachers who had participated in an in‐service program. A representative comparison group of students and teachers was selected which generally matched the teachers participating in the in‐service workshop except for one variable–‐the comparison group taught science traditionally, that is, by exposition. Data from the research indicated that the teachers involved in the science in‐service workshop implemented the workshop‐developed learning cycles into their science classes. Significantly greater gains in conservation reasoning and language usage occurred with the students of the teachers participating in the science in‐service workshop as compared to students in the exposition classrooms.
Secondary science teachers' attitudes toward and beliefs about science reading and science textbooks
Authors: Yore Larry D.
Published: October 2006

Science textbooks are dominant influences behind most secondary science instruction but little is known about teachers' approach to science reading. The purpose of this naturalistic study was to develop and validate a Science and Reading Questionnaire to assess secondary science teachers' attitudes toward science reading and their beliefs or informed opinions about science reading. A survey of 428 British Columbia secondary science teachers was conducted and 215 science teachers responded. Results on a 12‐item Likert attitude scale indicated that teachers place high value on reading as an important strategy to promote learning in science and that they generally accept responsibility for teaching content reading skills to science students. Results on a 13‐item Likert belief scale indicated that science teachers generally reject the text‐driven model of reading, but they usually do not have well‐formulated alternative models to guide their teaching practices. Teachers have intuitive beliefs about science reading that partially agree with many research findings, but their beliefs are fragmented and particularly sketchy in regard to the cognitive and metacognitive skills required by readers to learn from science texts. The findings for attitude, belief, and total scales were substantiated by further questions in the Science and Reading Questionnaire regarding classroom practice and by individual interviews and classroom observations of a 15‐teacher subsample of the questionnaire respondents.
The relationship between affect and achievement in science
Authors: Rennie Leonie J. , Punch Keith F.
Published: October 2006

The relationship between affect and achievement in science was examined in two stages. First, a model was developed and tested for science‐related affect, the complex of students' attitudes toward, interests in, and perceptions about science at school. The LISREL approach to path analysis was used to demonstrate the fit of the model to data collected from grade 8 students in two different schools on two different occasions. In the second stage of the research, multiple linear regression was used to examine the direction of the relationship between science related affect and achievement and to apportion variance common between previous and subsequent achievement and the components of science‐related affect. It was found that affect is related more strongly to previous than subsequent achievement and that much of the common variance can be attributed to students' perceptions of their competence in science.
Using analogy to overcome misconceptions about conservation of matter
Authors: Stavy Ruth
Published: October 2006

A new approach to change misconceptions of students is to build on ideas which match their students' existing intuitive knowledge. This can be done by analogy. The use of an analogical relation between the known and the unknown can help students learn new information and discard or modify misconceptions. Previous studies have confirmed this result in such areas as mathematics. The present study examined the use of analogical instruction to overcome misconceptions about conservation of matter. Students who understood the concept of conservation of matter when iodine was evaporated were able to transfer their understanding to the evaporation of acetone. This indicates that teaching by analogy can be an effective tool in science. The author is now studying the relative effectiveness of conflict training and learning by analogy.
Achievements and attitudinal patterns of boys and girls in science
Authors: Levin Tamar , Sabar Naama , Libman Zipora
Published: October 2006

Data from the 1983–84 Israeli IEA (International Association for the Evaluation of Education Achievement) science study were used to explore gender‐related differences (and their determinants) in the learning of science. The sample was composed of 1,934 ninth‐grade students. The study involved several measures of science learning, ten attitudinal measures, and items and errors classification. Differences between boys and girls were observed in some measures of science performance–‐particularly in the physical sciences, in items with lower estimates of “opportunity to learn,” and in specific kinds of errors. Gender‐related differences were also observed in the predictive model of achievement, using science‐specific affective measures. The discussion raises the cognitive and affective readiness of boys and girls for learning science.