bluuebunny/crossref_metadata_2025 huggingface dataset:
An improved method for hyaluronic acid radioiodination
Authors: Orlando P. , Binaglia L. , De Feo A. , Orlando M. , Trenta R. , Trevisi R.
Published: October 2006

A simple procedure is described for preparing 125I‐labelling hyaluronan of high molecular weight. The reducing terminal group of hyaluronic acid was derivatized with tyramine through the formation of a Schiff base which was subsequently reduced with sodium cyanoborohydride.

By radioiodination of the aromatic ring, 125I‐labelled hyaluronic acid was obtained in high yield (40%) and high specific activity, 555 GBq/mmol (15 Ci/mmol).
Pesticides labelled with 14C. II. Synthesis of propiconazole labelled in three different positions
Authors: Koltai Ernõ , Kling Ferenc , Rutkai György
Published: October 2006

Propiconazole was labelled with 14C in three different positions: in the benzene ring, in the position 5 of the dioxolane ring, and in the triazole ring. The synthesis of three new key intermediates [(m‐dichloro[U‐14C]benzene], 1,2,4‐[U‐14C]triazole, [1‐14C]‐pentane‐1,2‐diol) were also elaborated.
A reinvestigation of the synthesis of [15N2]hydroxymethylimidazole: Useful in an improved synthesis of (D,L)‐[τ,π‐15N2]histidine
Authors: Silks Louis A. , Dunkle Erik , Ünkefer Clifford J. , Sudmeier James L. , Butler Michael , Bachovchin William W.
Published: October 2006

We have reinvestigated the synthesis of [15N2]hydroxymethyl imidazole from dihydroxyacetone, formaldehyde, and labelled ammonia in an attempt to optimize the yield from the isotope. Conversion of the hydroxymethyl imidazole to histidine was accomplished in good yield without the need for picric acid as an ion pairing agent.
Synthesis of [2‐{(4‐chlorophenyl) (4‐[125I]iodophenyl)} methoxyethyl]‐1‐piperidine‐3‐carboxylic acid, [125I]CIPCA: A potential radiotracer for GABA uptake sites
Authors: Van Dort Marcian E. , Gildersleeve David L. , Wieland Donald M.
Published: October 2006

The synthesis of racemic [2‐{(4‐Chlorophenyl) (4‐iodophenyl)} methoxyethyl]‐1‐piperidine‐3‐carboxylic acid, (CIPCA) and its radioiodinated analog [125ßI]CIPCA is described. CIPCA was synthesized from 4‐iodobenzoyl chloride in five steps in 16% overall yield. Ammonium sulfate catalyzed solid‐state isotopic exchange of CIPCA with Na125I provided [125I]CIPCA in 34% isolated radiochemical yield at a specific activity of 118 Ci/mmol. [125ICIPCA] demonstrated moderate brain extraction and good in vivo radiostability in preliminary biodistribution studies conducted in CD‐1 mice. [125I]CIPCA is a potentially useful radiotracer for study of the GABA uptake system.
Synthesis and characterization of tritium‐labeled RU486
Authors: Mais Dale E. , Chen Lian‐Zhi , Wagoner Murriel A. , Hayes J. Scott , Wang Ming‐Wei
Published: October 2006

[3H]RU38486 (RU486) was synthesized from its penultimate precursor, desmethyl RU486, by substitution of the secondary amine with tritiated methyl iodide; specific activity 85 Ci/mmol. Ligand binding studies confirm that RU486 binds with high affinity to human progesterone receptor type A (PR‐A) and progesterone receptor type B (PR‐B).
Synthesis of three no‐carrier‐added O6‐4‐[125I] iodobenzylguanosine derivatives, new reagents for the assay of O6‐alkylguanine‐DNA alkyltransferase activity
Authors: Mounetou Emmanuelle , Cussac Catherine , Mathieu Frédérique , Maurizis Jean‐Claude , Labarre Pierre , Moreau Marie‐France , Veyre Annie , Madelmont Jean‐Claude
Published: October 2006

O6‐alkylguanine‐DNA alkyltransferase (AGT) is mainly responsible for tumour resistances observed in chemotherapeutic treatments by chloroethylnitrosoureas (CENUs). Measurement of AGT activity is thereby essential to predict the response of the patients to therapy with CENUs. In order to develop a sensitive and easy new assay for AGT, previously undescribed O6‐4‐[125I]iodobenzyl‐2′‐deoxyguanosine, O6‐4‐ [125I]iodobenzyl‐N‐acetylguanosine and O6‐4‐[125I] iodobenzylguanosine labelled with high specific activity were prepared. The most convenient synthetic route appeared to be a rapid and high yield iododestannylation of a tri‐n‐butylstannyl derivative with no‐carrieradded sodium [125I] iodide. Final HPLC separation from the excess of precursor and unreacted [125I] iodides afforded the radioiodinated guanosine derivatives in yields ranging from 70 to 77 %, chemical and radiochemical purities averaging 99%.
Synthesis of 1‐3H‐3, 3‐dimethylallyl pyrophosphate
Authors: Cardemil E. , Cori O.
Published: October 2006

3, 3‐Dimethylallyl pyrophosphate (DMAPP) Labeled with 3H on C‐1 was prepared from the corresponding acid by esterification, reduction of the methyl ester with LiAl3H4 and pyrophosphorylation of the radioactive alcohol.

The products were purified by ion‐exchange chromatography, yielding a single radioactive compound. Phosphorus analysis and gas chromatography showed that the final product was DMAPP.
Preparation of 113Sn2+ and 113 Sn4+ compounds
Authors: Hiles Richard A.
Published: October 2006

A need for valence‐pure 113Sn2+ and 113Sn4+ compounds required the development of the methods reported in this communication. Commercially available 113Sn comes either as metallic Sn which is contaminated with isotopes of Sn as well as with antimony and indium or as a hydrochloric acid solution of 113SnCl4 plus some 113SnCl2. The procedures reported here yield a chemically atable powder of 113SnSO4 which is greater than 98% in the Sn2+ form.

There are two major advantages in preparing the 113SnSO4. First, many other113SnSO4+ compounds can be readily prepared by oxidizing an acidic solution of 113SnSO4 with hydrogen peroxide with no contamination of the resulting Sn4+ solution with oxidising agent. In contrast, the reduction of Sn4+ to 2+ salts is not easily accomplished. Second as polarographic evidence indicates, sulfate is a very weak complexer of Sn and thus many new salts of Sn can be prepared simply by mixing a selected new anion in to a solution containing 113SnSO4.
Die positionale markierung von N‐[1′‐phenyl‐Äthyl‐(1′)] ‐1, 1‐ diphenyl‐propyl‐(3)‐amin, HCL (137 HK)
Authors: Volford J. , Harsanyi K.
Published: October 2006

Aus 14CO2, bzw. K14CN ausgehend wurden das an dem Asymmetriezentrum, das in propyl‐Position C‐1 und das in Stellung C‐3 markierte 137 HK‐Racemat, fermer die Stellung C‐3 markierten (+)‐ und (−)‐Enantiomere dargestellt. Die molare Aktiuität der Produkte beträgt in der obigen Reihenfolge: 11.1; 10.5; 4.4 und die der opttisch aktiven 3.5 mCi/mMol, die radichemische Reinheit der Produkte beträgt mindesten 98%. Die optische Reinheit wurde durch Drehungbestimmong, die chemische und radiochemische Reinheit durch IR‐spektroskopische und dünnschicht‐chromatographische Untersuchungen, ferner durch Verdünnungsanlyse Kontrolliert.
The preparation of carbon‐ 14 labeled tobacco constituents1. II. The synthesis of D1‐nicotine (2′‐14C)
Authors: Comes R. A. , Core M. T. , Edmonds M. D. , Edwards W. B. , Jenkins R. W.
Published: October 2006

A 3‐step synthesis, of dl‐nicotine (21‐14C) is described. Commercially available nicotinamide (carbonyl‐14C) is dehydrated to 3‐cyanopyridine (cyano‐14C). Reaction of the 3‐cyanopyridine with cyclopropyl lithium yields 3‐pyridyl cyclopropyl ketone (carbonyl‐14C) which is converted to dl‐nicotine (21‐14C) by refluring in N‐methyl formamide. Gas‐liquid radio‐chromatography is used for cheimical and radiochemical purity determinations.
Synthesis of methyl trans‐(10‐ 14C)‐retinoate and trans‐(10‐ 14C)‐retinol
Authors: Bu'Lock J. D. , Quarrie S. A. , Taylor D. A.
Published: October 2006

The preparation of the title compunds, using β‐ionone, is accomplished in fair overall radiochemical yield from (2‐14C) bromacetic acid, in 7 and 8 steps respectively. The sequence utilises ylid reactions of the phosphonoacetate derived from bromacetic ester, and is also capable of the introduction of label at C‐14.
The synthesis of N‐nitrosohexamethyleneimine labeled with 14C in the 2‐position
Authors: Granjean C. J. , Nagel D. L. , Wallcave L. , Phelps K. , Charnock G.
Published: October 2006

A synthetic procedure for 2‐14C‐N‐nitrosohexamethyl‐eneimine 1‐aza‐l‐nitroso‐(2‐14C)‐cycloheptane is presented. The starting material was 1‐14 C‐cyclohexanone which underwent ring expansion, reduction, and finally nitrosation. The synthesis resulted in a product in good yield (68% overall), which is chemically and radiochemically pure.
The biosynthetic prepartion of 1‐14C ‐trans‐11‐octadecenoic acid
Authors: Christie W. W. , Hunter M. L. , Harfoot C. G.
Published: October 2006

l‐14C‐Trans‐11‐octadecenoic acid was obtained in 60% overall yield by incubating 1‐14C ‐linoleic acid with sheep rumen microorganisms. The product, purified in the form of the methyl ester by silver nitrate chromatography, contained small amounts of related positional isomere as the only impurities.
Synthesis of 1, 4‐bis(3′‐bromopropionyl)‐piperazine‐2, 3‐14C via piperazine‐2, 3‐14C
Authors: Kagemoto Akira , Kishi Masataka , Minaki Yasuo , Nakamura Kiyoshi
Published: October 2006

A simple procedure to synthesize 1, 4‐bis (3′‐bromopropionyl) piperazine‐2, 3‐14C, pipobroman‐14C(I‐14C), via piperazine‐2, 3‐14C (V‐14C) was described.

The condensation of 1, 2‐bis(bensy lamino) ethane(II) with ethylene dibromide‐1, 2‐14C gave 1, 4‐dibensylpiperazine‐2, 3‐14C(III‐14C) in 34% yield. III‐14C was catalytically reduced in glacial acetic acid on Pd‐C to afford piperazine‐2, 3‐14C diacetate (IV‐14C) in 90% yield, followed by the conversion in aqueous solution to free V‐14C which was in turn subjected to a Schotten‐Bauman reaction with 3‐bromopropionyl chloride to give I‐14C in 69% yield.
Syntheses of 2(IH)‐quinazolinone‐4‐14C derivatives
Authors: Yoshitake A. , Makari Y. , Kawahara  , Endo M.
Published: October 2006

L‐Cyelopropy lmethyl‐6‐methoxy‐4‐phenyl‐2 (1H)‐qiomazpmpme (III) (SL‐573) and l‐Cyclopropylmethyl‐6‐nitro‐4‐phenyl‐2( 1H )‐quinazolinone (VI) (SL‐522), each labelled with carbon ‐14 at C‐4 position were synthesized for use in metabolic studies. The syntheses were achieved by two types of reaction sequences shown in Figure 1 and 2. Overall radiochemical yields of SL‐573‐4‐14C and SL‐522‐4‐14C were 35% and 17% from carbon dioxide‐14C. and their specific activities were 5.52 mCi/mmole and 3.31 mCi/mmole, respectively.
Lithiation des derives silyles du desoxy‐2′‐uridine monophosphate‐5′ (dUMP) et du bromo‐5‐desoxy‐2′‐uridine monophosphate‐5′ (BR‐5 dUmp), preparation de thymidine (methyl14C) ‐monophosphate‐5′ (TMP)
Authors: Pichat L. , Herbert J. Godbillon M.
Published: October 2006

La méthyl‐6‐désoxyuridine monophosphate‐5′ est le produit prépondérant de la méthylation du dérivé lithié de l'eser bis (triméthylsilylé) del′acide 0‐triméthylsily‐3′‐désoxyridylique avec un rendement de 24% par rapport à 14CH3I. La thymidine monophosphate‐5′ (méthyl 14C) peut être obtenue avec un rendement de 30% à partir du bromo‐5 nucléotide correspondant.
Development of specifications for labelled mucleotides and related compounds, specific activity measurements dy mass spectrometry
Authors: Goldstein Gerald , Rainey W. T.
Published: October 2006

The National Academy of Science‐National Research Council Committee on Specifications and Criteria for Biochemical Compounds is considering the problems involved in preparing specifications for labelled biochemicals. The Subcommittee on Nucleotides and Related Compounds has examined methods for specific activity measurement. We find that the specific activity of 14C‐labelled purines and pyrimidines can be determined accurately and precisely by mass spectrometry. Moreover, from the known fragmentation patterns and the isotopic abundance of carbon‐14 in the fragments, the position of the labelled atoms can often be established and the labelling pattern in “uniformly labelled” compunds described. In two of the five compounds tested, the specific activity determined by mass spectrometry was 20% higher than the quoted value.
An unusual cause of susceptibility artifact in magnetic resonance imaging
Authors: Cook Stephen C. , Shull Jennifer , Pickworth‐Pierce Kerry , Farra Yasser , Simonetti Orlando P. , Raman Subha V.
Published: October 2006

Magnetic susceptibility artifact has been documented with various implants and devices, which require appropriate identification with screening of patients prior to subjecting them to magnetic resonance examination. We performed cardiovascular magnetic resonance (CMR) examination of the aorta in a 24‐year‐old woman in the setting of repaired aortic coarctation, and found magnetic susceptibility artifact arising from the stomach in the absence of known susceptibility artifact‐producing material in this region. Further history revealed that she had ingested a prenatal vitamin prior to imaging, prompting experimental analyses that led us to conclude that iron‐containing vitamins may be a source of magnetic susceptibility artifact. J. Magn. Reson. Imaging 2006. © 2006 Wiley‐Liss, Inc.
Multi‐Component Kinetic Modeling for Controlling Local Compositions in Thermosensitive Polymers
Authors: Hoare Todd , McLean Daniel
Published: October 2006

Summary: An explicit terminal copolymerization kinetic model accounting for the copolymerization of up to four different comonomers is developed and applied to model the conversion profiles and local compositional gradients in functionalized PNIPAM‐based polymer and hydrogel systems. The kinetics of the functional comonomer(s) have a large influence on both the mole fraction and chain distribution of functional groups in polymers. Strategies are developed to synthesize polymers with uniform compositions by applying semi‐batch techniques or via copolymerization of multiple monomers with the same target functionality but with divergent reactivities relative to NIPAM. Synthetic protocols are also designed to maximize the compositional uniformity and randomness of ampholytic polymers.

Instantaneous mole fractions of monomers in polymers as a function of the overall monomer conversion for the copolymerizations of NIPAM, MBA, and two functional monomers: MMA and acrylamide.

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Instantaneous mole fractions of monomers in polymers as a function of the overall monomer conversion for the copolymerizations of NIPAM, MBA, and two functional monomers: MMA and acrylamide.
Quantifying Fluid Mixing with the Shannon Entropy
Authors: Camesasca Marco , Kaufman Miron , Manas‐Zloczower Ica
Published: October 2006

Summary: We introduce a methodology to quantify the quality of mixing in various systems, including polymeric ones, by adapting the Shannon information entropy. For illustrative purposes we use particle advection of two species in a two‐dimensional cavity flow. We compute the entropy by using the probability of finding a suitable chosen group/complex of particles of a given species, at a given location. By choosing the size of the group to be in direct proportion to the overall concentration of the components in the mixture we ensure that the entropic measure is maximized for the case of perfect mixing, that is, when at each location the component concentration is equal to the corresponding overall component concentrations. The scale of observation role in evaluating mixing is analyzed using the entropic methodology. We also illustrate the effect of initial conditions on mixing in a laminar system, typical in operations involving polymers.

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Total antioxidant capacity of spices, dried fruits, nuts, pulses, cereals and sweets consumed in Italy assessed by three different in vitro assays
Authors: Pellegrini Nicoletta , Serafini Mauro , Salvatore Sara , Del Rio Daniele , Bianchi Marta , Brighenti Furio
Published: October 2006

With the aim to expand the Italian total antioxidant capacity (TAC) database, the TAC values of 11 spices, 5 dried fruits, 7 sweets, 18 cereal products, 5 pulses, and 6 nuts were determined using three different assays and considering the contribution of bound antioxidant compounds in fiber‐rich foods (i. e. cereals, legumes, and nuts). Among spices, saffron displayed the highest antioxidant capacity, whereas among dried fruits, prune exhibited the highest value. The TAC values of all the chocolates analyzed were far higher than the other sweet extracts measured. Among cereal products, whole meal buckwheat and wheat bran had the greatest TAC. Among pulses and nuts, broad bean, lentil and walnuts had the highest antioxidant capacity, whereas chickpeas, pine nuts and peanuts were less effective. The contribution of bound phytochemicals to the overall TAC was relevant in cereals as well as in nuts and pulses. The complete TAC database could be utilized to properly investigate the role of dietary antioxidants in disease prevention.
Free radical scavenging and cytoprotective activities of phenolic antioxidants
Authors: Zhang Jingli , Stanley Roger A. , Adaim Aselle , Melton Laurence D. , Skinner Margot A.
Published: October 2006

The free radical scavenging activities of three flavonoids (quercetin, rutin and catechin) and four hydroxycinnamic acids (caffeic, ferulic, sinapic, and chlorogenic acids) were evaluated using both oxygen radical absorbance capacity (ORAC) and lipid peroxidation inhibition capacity (LPIC) assays. The cytoprotective effects of these compounds were also measured by the degree of protection against H2O2‐induced damage of human Jurkat cells. All compounds exhibited protection against H2O2‐mediated cytotoxicity in a dose‐dependent manner. The concentrations required to result in a 50% reduction in cell death (EC50 value) were calculated from their dose‐response curves. These ranged from 0.15–2.65 μM. Overall, the four hydroxycinnamic acids tested were less effective than the three flavonoids, and of all compounds tested, quercetin offered the strongest protection against H2O2‐induced cell death. A comparison of the results showed that the ability to inhibit peroxidation of lipids in a liposomal system (LPIC) correlated well with the cytoprotective activities (EC50), but not with the ability to protect an aqueous fluorescent substrate in the ORAC assays. The results suggest that the behavior of antioxidants in a liposomal membrane is to some extent similar to the mechanism involved in the protection of living cells from oxidative damage.
Respiratory symptoms in a boy revealing Carney triad
Authors: Delemarre Luçan , Aronson Daniel , van Rijn Rick , Bras Hans , Arets Bert , Verschuur Arnauld
Published: October 2006

The association of gastrointestinal stromal cell tumor (GIST), paraganglioma, and pulmonary chondroma is known as the Carney triad, occurring predominantly in young adult females. We present the case of a 14‐year‐old male with respiratory symptoms resulting in the diagnosis Carney triad. Pediatr Blood Cancer 2008;50:399–401. © 2006 Wiley‐Liss, Inc.
QSAR of Steroids
Authors: Zeelen F. J.
Published: October 2006

Problems, specific for QSAR studies of steroids, are reviewed. The attention is drawn to the extensive use of X‐ray structure determinations to assist in weeding‐out chance correlations which arise from the need to use too small series of derivatives and the tendency in older studies to underestimate the flexibility of steroids.

A series of papers on the QSAR of the cardiac glycosides illustrate some problems associated with the use of molecular modelling.
New concepts in the education of science teachers
Authors: Burnett R. Will
Published: October 2006

This article was taken from a paper read by Professor Burnett at a recent meeting of the Midwest Section of the Association for the Education of Teachers in Science.
Science as doctrine or thought? A critical study of nine academic year institutes
Authors: Gruber Howard E.
Published: October 2006

This study of nine Academic Year Institutes in the United States was supported by the National Science Foundation following an earlier study of an A Y1 at the University of Colorado. For a more detailed report of the methods and results of this study, see H. E. Gruber, “Science as Thought: A Study of Nine Academic Year Institutes,” University of Colorado Behavior Research Laboratory Report No. 16 (1961).
Education and the image of man
Authors: Gruber Howard E.
Published: October 2006

Dr. Gruber's article is based on an address delivered before the Twelfth Thomas Alva Edison Institute in Detroit in November, 1962. He is now a visiting professor in the Department of Psychology at Cornell University, Ithaca, New York.
Educational research related to science instruction for the elementary and junior high school: A review and commentary
Authors: Smith Herbert A.
Published: October 2006

In the summer of 1962, Professor Herbert Smith of Pennsylvania State University was requested by the Commission on Science Education of the American Association for the Advancement of Science to prepare a paper summarizing reports of the most significant educational research relating to the teaching of elementary school and junior high school science. The purpose of this project was to make available to members of the Commission and others interested in the current efforts to improve science education the results of that research which has influenced most heavily current educational practice and which should therefore be of interest to those seeking to change present practice. A draft of the report was used by participants in the writing session held under the auspices of the AAAS Commission on Science Education at Stanford University in the summer of 1963. The JRST has agreed to assist in efforts to bring Dr. Smith's paper to the attention of the science education community and the Commission has expressed appreciation to the JRST for this service. The opinions expressed do not necessarily represent AAAS, its Commission on Science Education, or the JRST. Reprints are available from the Editor, Department of Science Education, The Florida State University, Tallahassee, Florida, at a cost of $0.50 per copy.
Predicting achievement in chemistry: A model
Authors: Jones Kenneth J.
Published: October 2006

The author of this research report states that the primary value in such an analysis is that the investigator is forced to define the learning outcomes desired and to weigh carefully their relative values. It is presented here as a research model—a demonstration of statistical analysis in the solution of a problem in science education. Computations for this study were done in part at the Massachusetts Institute of Technology and Harvard Computating Center.
UICSM in its second decade
Authors: Golden William M.
Published: October 2006

The University of Illinois Committee on School Mathematics was established in 1951 by the Colleges of Education, Engineering, and Liberal Arts and Sciences of the University of Illinois to investigate problems concerning the content and the teaching of high school mathematics. This article summarizes UICSM's recent activities.
The University of Illinois elementary‐school science project: Report of the 1963 writing conference
Authors: Pierce Gail
Published: October 2006

Drs. Atkin and Wyatt of the University of Illinois were responsible for some of the earliest efforts among the curriculum projects to develop materials for elementary school children. Miss Pierce, a project staff member who works with teachers trying the Illinois materials, here reports on the current status of their project.
The princeton junior high school science project
Authors: Ferris Frederick L.
Published: October 2006

The author of this article is well known as the person who was primarily responsible for developing the tests which accompanied the new secondary school curricula (PSSC Physics et al). He has recently returned to geology, the field in which he took his doctorate, and as a member of the Geology Department at Princeton, is presently devoting full time to science curriculum development. Dr. Ferris serves as director of the project described in this article.
Curriculum evaluation by means of behavioral objectives
Authors: Walbesser Henry H.
Published: October 2006

The author is in charge of the evaluation study of the new curriculum materials for elementary school science being developed by the Commission on Science Education of AAAS. He reports here the design and rationale for that study.
The effectiveness of a unified science in the high school curriculum
Authors: Slesnick Irwin L.
Published: October 2006

There is a good deal of talk these days about the need to develop an integrated science to replace the separate high school science courses. In this article, Mr. Slesnick reports on a study in which a sequential program of “unified science” was developed and tested at The Ohio Slate University.
Statement of purposes and objectives of science education in school
Authors: Sears Paul B. , Kessen William
Published: October 2006

A statement from the AAAS Commission on Science Education.
The traveling science teacher demonstration program and in‐service education
Authors: Bogen Gerald K.
Published: October 2006

A report of the use of the Traveling Science Teacher Demonstration Program as an agent for the in‐service education of science teachers in Oregon.
Learning and thinking in the school situation
Authors: Peel E. A.
Published: October 2006

Peel, a British educational psychologist, comments on the impact of Piaget's thinking on the English educational system in this paper. Speculations are offered concerning the implications of Piaget's theory for learning in history and geography. Peel concludes that the basic ideas in Piaget's approach render a helpful account of learning and thinking.
Concepts in biology
Authors: Mason Herbert L.
Published: October 2006

Mason discusses his work in attempting to leach concepts in biology to primary grade children. As a key to the understanding of these concepts he sees a need for filling the vacuum that lies between mathematics and the material world. Results obtained from working with children in terms of applying mathematics to biology are encouraging.
The relationship of three factors in printed materials to student achievement
Authors: Eaton Edward J.
Published: October 2006

In the design of curriculum materials, we should strive for a systematic method in which certain critical factors related to student achievement can be consciously incorporated, according to the author. The teacher might then assume the role of diagnostician.
Preparing the junior high school science teacher, model 1980
Authors: Bruce Matthew H.
Published: October 2006

The following article calls attention to the plaguing problem of training junior high school science teachers.
A method of producing up‐to‐date science material for elementary children
Authors: Bradley R. C. , Earp N. Wesley
Published: October 2006

The authors suggest that selected science articles can be rewritten for use with elementary children.
An examination of the development of science concentrations for the prospective elementary school teacher at the university of texas
Authors: Eaton Edward J.
Published: October 2006

Some revealing information on future elementary school teachers.
Can science education be scientific?. Notes toward a viable theory of science teaching
Authors: John Clinton St.
Published: October 2006

What science education needs, says the author, is a viable theory of science teaching to serve as a base for decision making. And it will never develop until we abandon common sense as a criterion.
The science supervisor and the utilization of curriculum materials
Authors: Berkheimer Glenn D.
Published: October 2006

Would the reader identify with a supervisor of K‐6 science, a supervisor selecting NSF‐sponsored materials, or a university science educator? The author finds differences in the perception of a supervisor's role.
An evaluation of summer institute programs for physics teachers
Authors: Welch Wayne W. , Walberg Herbert J.
Published: October 2006

Quantitative evidence on the short term effects of physics instruction for teachers.
Use of mechanical models in teaching theoretical concepts
Authors: Pella Milton O. , Ziegler Robert E.
Published: October 2006

An interesting inquiry into the modes for creating ideas. Is replication in order?
CHEM study achievement among groups classified by cognitive preference scores
Authors: Atwood Ronald K.
Published: October 2006

Surprisingly those with a cognitive preference for applications do quite well on CHEM Study tests.
The development of classification abilities in culturally disadvantaged children
Authors: Raven Ronald J.
Published: October 2006

Culturally disadvantaged children appear to do less well in analyzing categorical relationships than middle class children.
Pre‐student teaching experiences in science
Authors: Uhlhorn Kenneth W.
Published: October 2006

Statistical analysis of data generated in studying local problem is reassuring.
Conservation aspects of the concept of time in primary school children
Authors: Murray Frank B.
Published: October 2006

Sixty‐two second‐, fourth‐, and sixth‐graders were asked to judge the temporal duration of objects and events when the objects were changed in height or subjected to decay, when an event was reversed, and when an event was given an affective dimension. Nonconservers of time were those who judged that these irrelevant transformations affected the temporal aspects of the objects or events. The shift from nonconservation to conservation of time occurred between the second and fourth grades for most problems. The results indicated that young (under eight or nine years) children's concept of time is surprisingly defective. The relation of these findings to other conservation concepts was discussed.
A regression approach to evaluating instructional programs in science
Authors: Grobe Cary H.
Published: October 2006

This paper discussed a multiple linear regression approach to the evaluation of instructional strategies in science. A treatment by levels experimental design and the methods required for forming and solving research problems associated with it were described.

Two methods of college biology instruction, the Audio‐Tutorial and conventional techniques, were compared in terms of promoting achievement. Methods for making comparisons between the two treatments in the form of linear models were discussed. Interpreting regression solutions to linear models was also presented.

The principles expressed in this paper can be applied to other research problems as an effective alternative to the two‐way analysis of variance.
Learning from physics instruction
Authors: Shavelson Richard J.
Published: October 2006

Forty high school students participated in a study to investigate learning and remembering from physics instruction. At pretest, students received aptitude tests, an alternate form of achievement test (counterbalanced) and a word association (WA) test. Then the 40 students were divided into instruction (N = 28) and control (N = 12) groups. The control group received all subsequent tests but no instruction. The instruction group received physics instruction over five 2‐hour sessions. At the end of each session, the WA test was administered; the alternate form of the achievement test was administered at the end of the last session.

The instruction and control groups did not differ significantly in achievement at pretest. The instruction group showed a significant gain from pre‐ to posttest; no such gain was found for the control group. The instruction and control groups did not differ on the number of responses generated on the WA test at pretesting. The number of responses given by students in the instruction group increased significantly from test 1 (pretest) to test 6 (posttest). For the control group, the number of responses increased initially and then leveled out well below the instruction group data. When WA test responses were tallied for “constrained” responses (i.e., tallying only those concepts found in equations defining the stimulus word), the number of constrained responses increased consistently for the instruction group. For the control group, constrained responses showed an initial increase and then leveled out well below instruction group data.

Finally, the aptitude, achievement, and WA data were intercorrelated. This analysis suggests that for students who perform well in solving problems at the end of instruction, the physics concepts became meaningful soon after they were introduced. Subsequently, these students were able to consolidate, in memory, the meaning of the concepts and the interrelations among these concepts in the form of equations. Students not able to solve problems at the end of instruction seemed to be completing the process of acquiring the meaning of the concepts.
Insight learning through structured observations of classroom interaction
Authors: Jacobs Joseph H.
Published: October 2006

Twenty‐six teachers, from different school systems and grade levels, were used in experimental and control groups to investigate the use of checklist structured observations as a self‐improvement technique for modifying teachers' verbal behaviors. Pre‐ and post‐treatment data were analyzed with Flanders Interaction Analysis System; and 20 indices of teacher influence and pupil response were subjected to analyses of covariance to test the significance of changes in teacher and student verbal behaviors. Eighty percent of the teaching pattern indices were significant. Pupil participation increased, however, predicted changes in types of pupil participation were not significant.
A comparative study of the effect of behavioral objectives on class performance and retention in physical science
Authors: Olsen Robert Charles
Published: October 2006

This experiment was designed to assess the effects of behavioral objectives on class achievement and retention. Eight experimental classes received instruction in physical science with stated behavioral objectives and six control classes received the same instruction without knowledge of the objectives.

The subject matter used in this ninth‐grade investigation was the third unit of the program, Interaction of Matter and Energy. Behavioral objectives and their accompanying assessment tasks were written by the investigator for the subject matter areas of heat energy, light energy, and phases of matter.

The experimental classes obtained higher mean scores than the control classes on both achievement and retention tests. The overall mean differences due to treatment was found to be significant at the 0.01 level of confidence.

The results of the study support the thesis that providing classes and teachers with behavioral objectives prior to instruction can enhance the performance on achievement tests. Also, the data strongly suggest that behavioral objectives and their accompanying assessment tasks will cause a resistance to forgetting.
Similarity of science textbooks: A content. Analysis
Authors: Yost Michael
Published: October 2006

The investigator completed a content analysis of the astronomy portion of science texts at three grade levels (4th, 5th, and 6th) that were produced by five different publishers. The analysis used an operant paradigm and compared the responses expected of students who used one science text to those expected of students using other science texts. The response comparisons were made both within and across grade levels. Using similarity of the responses expected of students as a basis of comparison, elementary school science texts produced by different publishers had more in common across grade levels than within grade levels. Less than 50% of the responses expected of students at one grade level were common to other science texts at the same or different grade levels.
Risk‐taking in explanation of biological events
Authors: Horn Jerry G.
Published: October 2006

Risk‐taking by biology students as they attempt to explain observed biological events was investigated. The dependent variable, risk‐taking as measured by the Extremity‐Confidence of Hypothesis Test and the Risk‐Taking Verbal Observation Scale, was analyzed within 2 × 2 and 2 × 3 factorial designs. The independent variables consisted of two levels of achievement motivation and status of information, and three levels of group arrangement for discussion.

The results indicate that verbal risk‐taking is influenced by differential knowledge of the information and the composition of a discussion group based on the members' measured achievement motivation. No differences were noted in the comparison groups on risk‐taking as measured by the Extremity‐Confidence of Hypothesis Test. A significant, but low, positive correlation was found to exist between IQ and risk‐taking in verbal discourse by individuals. Based on the results of this study, the suggestion that risk‐taking is a multidimensional trait is supported, and the magnitude of its expression may be influenced by differential treatments.
The effects of preservice teacher's cognitive questioning level and redirecting on student science achievement
Authors: Riley Joseph P.
Published: October 2006

The objectives of this experimental study were to investigate the effects of 100% high cognitive questions, 50% high cognitive questions and 0% high cognitive questions on primary and intermediate students' achievement at the knowledge, comprehension, and analysis levels. A second purpose was to examine the effects of redirecting questions on student achievement. Groups of 5 subjects were randomly selected from 16 intermediate and 16 primary classrooms and then randomly assigned to one of three treatment levels. Data were collected on 154 subjects. Within the three cognitive questioning treatment levels the subjects were also randomly assigned to one of two questioning strategies: (1) redirected and (2) directed. Redirection occurs when the teacher asks the same question to a number of students (in this case 2). Thirty preservice teachers conducted the treatments. The teachers were trained to follow a prescribed behavior pattern and were video taped during the treatment to insure fidelity to the scripted questions. At the end of the lesson a criterion test was administered with 3 subtests measuring at the knowledge, comprehension, and analysis levels of Bloom's Taxonomy. There was no significant difference among scores on the total criterion measure or the sub tests due to cognitive questioning level. There was a significant difference due to redirecting questions (p = 0.05). Students assigned to teachers using redirection scored significantly higher than those assigned to teachers not using this strategy. This difference was found on the knowledge subtest. Significant interactions occurred between questioning level and questioning strategy on the comprehension and total test.
The effect of teacher vagueness terms on student performance in high school biology
Authors: Smith Lyle R. , Bramblett Grace H.
Published: October 2006

High school biology students (n = 48) were each randomly assigned to one of four groups defined by possible combinations of two teacher vagueness conditions (high vagueness versus low vagueness) and two post‐lesson conditions (test, then lesson evaluation versus lesson evaluation, then test). Each group was presented a lesson over the vascular system of angiosperms. After the lesson, each group was tested on comprehension of the material and each group completed a lesson evaluation. Teacher vagueness terms significantly affected student achievement and student perception of lesson effectiveness. These findings are discussed in relation to previous research on teaching clearly.
Science educators' perceptions of problems facing science education: A report of five surveys
Authors: Gallagher James Joseph , Yager Robert E.
Published: October 2006

Five groups of science educators representing faculty at graduate institutions, graduate students, teachers, supervisors, and leadership conferees were surveyed concerning their perceptions of current problems facing science education. A total of 144 participants provided an average of 4.7 responses. The responses were tabulated using an emergent set of categories that resulted in six major groupings, i.e. conceptual, organizational, teacher; related, student‐related, university, and societal. The category with the most problems identified was in the area of conceptual problems. University related problems and organizational problems were the next two most frequently mentioned categories for problems. Specific problems in all categories most often cited include the following:

confusion and uncertainty in goals and objectives;

lack of vision and leadership in schools and universities;

absence of a theoretical base for science education;

poor quality teacher education programs;

inappropriate avenues for continuing education of teachers;

limited dialogue between researchers and practitioners;

declining enrollments;

poor quality teaching and counseling;

insufficient programs in science for the wide spectrum of students; and

public and parental apathy towards science.
Attitudes of introductory college biology students toward evolution
Authors: Grose Elaine C. , Simpson Ronald D.
Published: October 2006

Introductory college biology students were surveyed to investigate their attitudes toward evolution. Thurstone's Scale No. 30, Form A, Attitudes Toward Evolution was used to survey the sample. Results indicate that the majority of introductory biology students believe in the theory of evolution. Two demographic variables, sex and influence of the church, produced a significant correlation with the attitude scores. There were significant interactions between sex and influence of high school biology teacher and between sex and major. Self rating by the individual students and attitude scores also produced a significant correlation. Construct validity of the attitude scale was supported by the significant correlation between student self rating and scale scores. ANOVA produced a F value significant at the 0.01 probability level, and Spearman's correlation coefficient between the two measures was 0.73. Although the Thurstone Scale No. 30, Form A, is over 45 years old, the results of this study suggest that it is a reliable instrument for use today with modifications in item construction, scaling or adaptation to other scoring methods.
Instructional design in a chemistry laboratory course: The impact of structure and aptitudes on performance and attitudes
Authors: Kozma Robert B.
Published: October 2006

Elements of instructional design such as explicitly stated objectives, reviews, examples, questions, and feedback were incorporated into the laboratory manual and instruction for a unit on kinetics in a college laboratory course. This treatment (high structure) was given to five sections of students (N = 109), while a laboratory manual and instructions that emphasized informational content without the use of these design strategies (low structure) was given to another five sections (N = 108) taught by the same instructors. The students receiving the additional structure scored significantly higher on a quiz, took less time to solve a set of laboratory problems, and felt more satisfied with the instruction provided. There were no differences between groups in their comfort with the knowledge acquired. There were no interactions with performance outcomes, but several occurred for attitudes, treatments, and personality measures. The more conforming the students, the more satisfied they were with the instruction in the high‐structured group and the less they liked it in the low‐structured group. The more motivated the students, the more they liked the instruction in the high‐structure treatment, and even more in the low‐structure group. There was also a complex interaction among treatment, anxiety, ability, and treatment satisfaction.
An aesthetic approach to the teaching of science
Authors: Zubrowski Bernard
Published: October 2006

The role of aesthetic curiosity in the manipulation of materials is often ignored or considered irrelevant in most science curricula. Contemporary practice in curriculum design emphasizes an approach that views science and art as separate types of explorations. Some historians of technology and science suggest that basic discoveries arise out of an aesthetic curiosity fostered by play with materials or ideas. Experience with certain familiar materials of aesthetic interest suggest that children will sustain play for long periods and easily mix metaphors of art and science in developing an understanding of the phenomena that are a part of the experience. Several examples are given of how this might be accomplished.
An inservice energy education program for elementary schoolteachers
Authors: Glass Lynn W.
Published: October 2006

A National Science Foundation‐sponsored energy education inservice project was conducted during thirty, weekly sessions for twenty‐seven elementary school teachers throughout the 1979–1980 school year. Time was devoted to studying energy sources, demand for energy, and energy policy and decision making. Energy education curriculum materials were examined for each of these content areas, and an energy education unit was taught by each participant in his or her own classroom. The Energy Inventory, developed by The Biological Sciences Curriculum Study, was used with a pretest‐post‐test control group design to determine if the participants gained a significant amount of knowledge about energy and significantly changed their opinions about energy. Analysis of covariance indicates that significant changes in knowledge possessed and opinions held about energy were achieved during the thirty weekly sessions. Since most current energy education materials require a considerable amount of teacher knowledge about energy and modeling of good energy practices, it is assumed that teachers participating in this project will do a better job of teaching energy education materials than they might otherwise have done.
Scientific explanations and piagetian operational levels
Authors: Bass Joel E. , Maddux Cleborne D.
Published: October 2006

Explaining natural phenomena is an important goal in science teaching. A logical analysis reveals that causal explanations exhibit formal operational structures in that they consist of implication statements chained together through transitive reasoning. It was hypothesized in the present study that individuals who do not reason formally will have difficulty in learning explanations presented in instruction. To test this hypothesis, the effect of levels of operational thought on the explanations which ninth‐grade (n = 26) and college (n = 40) physical science students reconstructed after instruction was investigated. Subjects in the study were classified through Piagetian tests as concrete or formal operational. Both concrete and formal subjects were successful in recalling explanations requiring the chaining of two implication statements. Formal operational subjects performed significantly better than concrete operational subjects in three of the four tests of the reconstruction of complex explanations requiring the chaining of six implication statements. In teaching complex causal explanations to students at the concrete operational level, it is suggested that teachers be prepared to furnish some external structuring which the students can rely on in logically relating the various propositions of the explanation to one another.
Physiological studies of the brain: Implications for science teaching
Authors: Esler William K.
Published: October 2006

Physiological changes resulting from repeated, long‐term stimulation have been observed in the brains of both humans and laboratory animals. It may be speculated that these changes are related to short‐term and long‐term memory processes. A physiologically based model for memory processing (PBMMP) can serve to explain the interrelations of various areas of the brain as they process new stimuli and recall past events. The model can also serve to explain many current principles of learning theory and serve as a foundation for developing new theories of learning based upon the physiology of the brain.