bluuebunny/crossref_metadata_2025 huggingface dataset:
Re‐calibration of Engelmaier's Model for Leadless, Lead‐free Solder Attachments
Authors: Salmela Olli , Andersson Klas , Perttula Altti , Särkkä Jussi , Tammenmaa Markku
Published: October 2006

In this paper, the solder attachment fatigue model created by Werner Engelmaier is re‐calibrated in order to make it applicable in conjunction with leadless, lead‐free solder attachments. Sn3.8Ag0.7Cu solder attached ball‐grid‐array components are addressed to three thermal cycling test profiles. Based on the results, both physical and statistical parameters are obtained and compared with the values relevant to tin–lead solder assemblies. The validity of the statistical distribution selection (two‐parameter Weibull) is studied. Acceleration factors correlating different test profiles are obtained, and they are found to be only weakly dependent on the test vehicle type. Copyright © 2006 John Wiley & Sons, Ltd.
Idle speed control of port‐injection enginesviathe polynomial equation approach
Authors: Albertoni Leonardo , Balluchi Andrea , Casavola Alessandro , Gambelli Claudio , Mosca Edoardo , Sangiovanni–Vincentelli Alberto L.
Published: October 2006

The design of an idle speed controller for automotive engines is considered. A hybrid nonlinear model of the engine is presented. Based on suitable (nonlinear) change of variables, the idle speed control design problem can satisfactorily be addressedvialinear time invariant (LTI) techniques. Specifically, the design problem has been formalized as a finite‐dimensional discrete‐time𝓁∞optimal control problem, whereby the fuel consumption is minimized. Polynomial techniques have been used to convert the control design formulation to a linear ‘least absolute data fitting’ problem, for which solution very efficient and stable numerical methods exist. Experimental results on a commercial car have been finally reported. Copyright © 2006 John Wiley & Sons, Ltd.
Career development of science teachers
Authors: Lee Eugene C.
Published: October 2006

In June, 1958, the U.S. Office of Education made a grant to the Harvard Graduate School of Education to undertake a five‐year study of career development, with special attention to scientific careers. Its general purpose has been to examine the process of becoming a scientist, from elementary school through four years after college graduation, in order to determine the major factors affecting that process. The study reported here by Dr. Lee is the first of several related investigations to be undertaken by doctoral students at Harvard. The five‐year study is under the direction of William W. Cooley.
The learning requirements for enquiry
Authors: Gagné Robert M.
Published: October 2006

This paper is based on Dr. Gagné's presentation as part of a Symposium on Scientific Inquiry at the 36th Annual Meeting of the National Association for Research in Science Teaching, Washington, D. C., February 20–23, 1963.
An analysis of the New York state regional program in physical science for elementary school teachers
Authors: Moser Gene W.
Published: October 2006

A lot has been done in recent years to improve the training of secondary science teachers but similar efforts for elementary teachers have been few indeed. In this article, Dr. Moser presents a description and evaluation of an in‐service program designed to teach science content to a large number of elementary teachers at a reasonable cost.
Piaget rediscovered
Authors: Duckworth Eleanor
Published: October 2006

The author, Eleanor Duckworth, is a former student of Piaget at the Institute of Genetic Epislemology in Geneva, Switzerland. She served as Piaget's translator at both the Cornell and California Conferences. In “Piaget Rediscovered” Miss Duckworth has summarized Piaget's contributions at the, conferences with an emphasis on the implications of his approach for educational practice.
Part III. Curriculum project reports: The science curriculum improvement study‐report to the Piaget conference
Authors: Karplus Robert
Published: October 2006

The question of spontaneous development from preoperational to formal thinking as opposed to deliberate instruction to insure and accelerate this development is Karplus' topic. The aim of the Science Curriculum Improvement Study is described as that of fostering development of thinking to the formal operational level from natural philosophy to scientific literacy. Karplus, a physicist at the University of California, discusses the program of the Science Curriculum Improvement Study for grades K‐2 in Piagelian terms.
Inquiry training and problem solving in elementary school children
Authors: Butts David P. , Jones Howard L.
Published: October 2006

An experiment designed to determine whether children can benefit from directed instruction in the strategies of problem solving.
Background factors and success in college physics
Authors: Bolte John R.
Published: October 2006

The author has cast a new light on some old myths concerning predictors of success in college physics.
The introduction of concepts in kinetic molecular theory to children
Authors: Dennis David M.
Published: October 2006

This investigator has attempted to determine the most effective level for presenting concepts relating to the kinetic molecular theory of matter to elementary school children.
Science as mind‐affected and mind‐effecting inquiry
Authors: Casteel J. Doyle , Yager Robert E.
Published: October 2006

A report on the development of a conceptual theory of instruction which relates the interaction between science and culture.
Resources, models, and theory in the improvement of research in science education
Authors: Tyler Ralph W.
Published: October 2006

Research in science education is an interdisciplinary effort, fully meriting the allocation of university resources and the serious effort of able scholars.
Analysis of strengths and weaknesses in current research in science education
Authors: Tyler Ralph W.
Published: October 2006

Research in science education has promise when it is relevant, is adequately conceptualized, and has sound methodology.
The development of an instrument for inventorying knowledge of the processes of science
Authors: Welch Wayne W. , Pella Milton O.
Published: October 2006

Testing for knowledge of process in science.
Understanding the nature of science: A comparison of scientists and science teachers
Authors: Kimball Mekritt E.
Published: October 2006

Interpreting science in the culture is coming to be the responsibility of a science teacher. The author finds that some neophytes are prepareil.
Effects of relating mathematics to science instruction on the acquisition of quantitative science behaviors
Authors: Kolb John R.
Published: October 2006

Does it make sense to include mathematics instruction in science classes? Is there empirical support for Gagne's task analysis?
The development of the concept of momentum in primary school children
Authors: Raven Ronald J.
Published: October 2006

Evidence favoring the conceptual sequence „momentum→conservation of matter→proportional use of mass and velocity→velocity”︁ is presented. Theoretical issues can be resolved via well‐designed research!
The relationship between concept attainment and level of maturity
Authors: Pella Milton O. , Stauss Nyles G.
Published: October 2006

Evidence supporting instructional sequences for and grade placements of concepts relating to the biological cell is given in this report on a pilot study. Is replication possible?
The use of motor activity as an index of curiosity in children
Authors: Peterson Rita W. , Lowery Lawrence F.
Published: October 2006

The curiosity of 120 elementary school children, aged five through thirteen years, was assessed by three measures: (1) the amount of coordinated sensory‐motor activity directed toward designated objects in a waiting room environment during a 10‐minute waiting period, (2) the number of unsolicited questions asked within the same time period and environment, and (3) teacher ratings, where classroom teachers estimated children's curiosity based on their normal classroom behavior.

In a three‐way analysis of variance, the amount of curiosity expressed through motor activity was found significantly related to groups based on racial‐ethnic origins, but not to groups based on age or sex.

The amount of curiosity expressed through motor activity was negatively correlated with teacher ratings in one class but not significantly correlated in three other classes. Children who asked most questions were rated highest in curiosity by their teachers, but exhibited least curiosity through motor activity in the waiting room.
The use of motor activity learning in the development of science concepts with slow learning fifth grade children
Authors: Humphrey James H.
Published: October 2006

This study compared the motor activity technique of learning, using physical education activities, with traditional ways of developing science concepts with fifth grade slow learning children.

Two groups of ten children each were equated on the basis of pretest scores. Both groups were taught by the same classroom teacher. One group was taught through motor activity learning and the other by traditional procedures.

Both groups were retested after a two‐week teaching period, and again after a three‐month extended interval. The difference in the posttest scores favored the motor activity learning group, p < .01 (t = 4.33, df 9). The difference in the extended interval test also favored the same group, p < .001 (t = 6.37, df9).

Using the differences in test scores as criteria for learning, the children in the motor activity learning group learned and retained significantly more than those in the traditional group.
The effect of subsuming concepts on student achievement on unfamiliar science learning material
Authors: Graber Richard A. , Means Robert S. , Johnsten Thomas D.
Published: October 2006

Students enrolled in an undergraduate chemistry class were rank ordered by their performance on a test of organizing ability. The median break was used to form two groups: good organizers (GO) and poor organizers (PO). Students within these groups were randomly assigned to treatments. Treatment I subjects received an advance organizer followed by a learning passage. Treatment II subjects received the same organizer preceeded by the learning passage. Treatment in subjects received an historical nonorganizer and the learning passage. No significant differences were observed on treatment or interaction, but GO group achieved significantly higher learning passage scores than PO group.
The development and evaluation of physical science curriculum materials designed to improve student attitudes
Authors: Milson James L.
Published: October 2006

Physical science curriculum materials designed to improve the attitudes of below‐average students were developed from guidelines which reflected the strengths and weaknesses of these students. The materials were administered to ninth and tenth grade students in three average‐low ability physical science classes. Students in these classes had I.Q. scores of less than 100, reading achievement below grade placement, and eighth grade science averages of C or below. A control group of three physical science classes was employed. A form of the Semantic Differential was administered as a pretest and posttest. The student who received the materials demonstrated significant improvement in attitudes toward science class and science laboratory.
The power of statistical tests in science teachnig research
Authors: Penick John E. , Brewer James K.
Published: October 2006

A calculation of the probability of rejecting H0 when it should be rejected (power) was completed on each of the 66 applicable articles in Volumes 6 and 7 (1969, 1970) of the Journal of Research in Science Teaching. These power calculations utilized the effect size definitions and tables developed by Cohen (1969). The mean power of each article to detect small, medium, and large effect sizes was determined from its major statistical tests. These mean powers were then compiled and analyzed. The powers calculated for the different effect sizes were disturbingly low (small, 0.22; medium, 0.71; large, 0.87) but not generally as low as Cohen (1962) found in an analysis of another behavioral journal. Recommendations for improving confidence in research in science teaching is provided and centers on significant increases in sample sizes and an understanding of power and its relation to a, effect size and sample size.
The effect of direct experience with objects on middle class, culturally diverse, and visually impaired young children
Authors: Linn Marcia C. , Peterson Rita W.
Published: October 2006

Piaget's theory of equilibration is investigated by comparing the effect of direct experience with objects on the logical reasoning ability of middle class (MC), culturally diverse (CD), and visually impaired (VI) children. In experiment 1 a Piagetian task with floating and sinking objects was used to compare the classificatory ability of MC, CD, and VI groups of children studying SCIS Material Objects with those who had not studied the unit. Experimental CD and VI children performed significantly better on the task than CD and VI controls; no significant differences were found between MC experimentals and controls. MC groups performed better than CD and VI groups in both experimental and control conditions.

Experiment 2 measured students' ability to name properties and materials and to sort objects. It was found that both MC and VI subjects improved in ability to describe objects and sort them using a descriptor of their own choice. Further, there were no differences between MC and VI subjects on these tasks after they had studied Material Objects.
Relation of wait‐time and rewards to the development of language, logic, and fate control: Part II‐Rewards
Authors: Rowe Mary Budd
Published: October 2006

In Part I it was shown that by varying the duration of pauses in two locations the length of student statements increased, the number of alternative explanations offered multiplied, and the overall probability of receiving a reply increased. It was noted, as well, that in natural situations where there was a high incidence of teacher sanctioning behavior, regardless of whether it was predominantly positively toned, the verbal performance of students engaged in inquiry appeared to be negatively influenced even when there were reasonable wait‐times. That is, even in those rare naturally occurring cases where pauses were longer than the mean of one second, and in experiments where pauses and rewards were independently manipulated if sanctioning behaviors were intense, the positive influence on inquiry of the longer pauses appeared to be somewhat mitigated. It became necessary, then, to study reward patterns in the context of inquiry in order to discover whether, in general, overt verbal rewards which we found occurring with tremendous frequency in natural settings, helped or hindered the progress of student inquiry.
Development and validation of the conceptions of scientific theories test
Authors: Cotham Joseph C. , Smith Edward L.
Published: October 2006

The purpose of this study was to develop a reliable and valid instrument for use with elementary and secondary teachers of science that would have the following characteristics: 1) sensitivity to alternative conceptions of particular philosophic aspects of scientific theories, and 2) applicability in inferring understanding of the tentative and revisionary conception of the nature of science. This conception, which has educational and social importance, may be a significant influence in the teaching of science as inquiry. Thus, concern with teachers' conceptions of the nature of science and their teaching served as justification for this study. The instrument, which was applied to samples of preservice elementary teachers, college philosophy of science students, and college chemistry students, consisted of items that were adapted to the contexts of particular scientific theories by prefacing them with a brief description of a theory and episodes drawn from its history. Items were written to discriminate between alternative conceptions of the following philosophic aspects of scientific theories: testing, generation, ontological implications, and choice. Evidence in support of the validity of the instrument constructs was obtained using two approaches: discrimination between contrasting groups and the multi‐trait and multi‐method matrix of Campbell and Fiske. Cronbach alpha reliability coefficients and standard errors of measurement were computed for the instrument and its subtests. Reliability data indicates that an adequate degree of accuracy may be attributed to instrument scores.
The effects of a diagnostic‐prescriptive teaching strategy on student achievement and attitude in biology
Authors: Long Joe C. , Okey James R. , Yeany Russell H.
Published: October 2006

The purpose of this study was to measure the effects of three variations in the use of diagnostic‐prescriptive teaching on the cognitive and affective biology achievement of high school students. These variations included (a) no diagnostic‐prescriptive assistance, a control group, (b) teacher‐managed diagnosis and prescription, and (c) student‐managed diagnosis and prescription.

Specific questions addressed in this study included:

What are the effects of differing types of diagnostic‐prescriptive learning assistance on the biology achievement of students?

What are the effects of aptitude on the biology achievement of students?

What are the effects of locus of control perception on the biology achievement of students?

What are the effects of differing types of diagnostic‐prescriptive learning assistance on the attitudes of high school biology students toward subject matter and instruction?
Relationship between perceived levels of classroom individualization and science‐related attitudes
Authors: Fraser Barry J. , Butts William L.
Published: October 2006

Relationships between perceived levels of classroom individualization and science‐related attitudes were explored for a sample of 712 junior high school science students. Five dimensions of perceived individualization (personalization, participation, independence, investigation, and differentiation) were measured with the Individualized Classroom Environment Questionnaire (ICEQ), while seven distinct attitudes were measured with the Test of Science‐Related Attitudes (TOSRA). Hierarchical regression analyses revealed that the set of individualization variables accounted for a significant increment in end‐of‐year attitude scores, beyond that attributable to corresponding beginning‐of‐year attitude scores, for four of the seven attitudes considered. Significant associations between an individual individualization variable and an attitudinal dimension were positive in all cases. The study also provided support for the reliability and validity of the ICEQ and TOSRA and for their general usefulness in science education research.
College chemistry and piaget: The relationship of aptitude and achievement measures
Authors: Bender David S. , Milakofsky Louis
Published: October 2006

Cognitive performance on “An Inventory of Piaget's Developmental Tasks” (IPDT) was related to the Scholastic Aptitude Tests and performance in both college chemistry lecture and laboratory classes. The IPDT is a valid and reliable 72‐item, untimed, multiple‐choice paper‐and‐pencil inventory. It has 18 subtests grouped into five problem areas representing different Piagetian tasks. Subjects (n = 225) from two different levels of introductory chemistry courses participated. IPDT scores were significantly correlated with SAT and placement data. In overall Piagetian development, “A” students rated higher than others. Performance in classification and proportional reasoning problem areas correlated with course achievement, particularly for higher‐level students. Weakest areas of development were indicated by subtest scores and are described with implications for course performance. Finally, Piagetian tasks were related to learning and instructional activities in introductory chemistry classes and are discussed.
The place of qualitative research in science education
Authors: Roberts Douglas A.
Published: October 2006

This article develops a way to conceptualize the complementarity of quantitative and qualitative research in science education. The differing sets of metaphysical presuppositions that give rise to the two approaches are systematically examined by using Stephen Pepper's “world hypotheses”: it is argued and demonstrated that quantitative research is formist/ mechanist in its metaphysical preoccupation, while qualitative research is contextualist/organicist. The vehicle for demonstrating how these metaphysical systems actually influence science education research is Stephen Toulmin's “argument pattern.” It is demonstrated through analysis of examples that quantitative and qualitatitive research reports follow the same pattern of argument, even though the metaphysical roots behind the approaches, which control their differing methodologies and other features, are obviously different. Given the emergence of qualitative research styles, implications are explored for the development of science education research as a total enterprise. Special attention is paid to the problems of appraising the quality of qualitative research reports and to the need for a comprehensive view of what constitutes legitimate research in science education.
A validity study of two paper‐pencil tests of concrete and formal operations
Authors: Farmer Walter A. , Farrell Margaret A. , Clark Richard M. , McDonald Janet
Published: October 2006

Two group paper‐pencil batteries, the Longeot (consisting of three subtests) and three puzzles (KLR) fromScience Teaching and the Development of Reasoning, were administered to 607 students from ninth and tenth grade mathematics and science classes. A subsample of 69 students was then administered three Inhelder tasks (chemicals, rods, and shadows). In general, the expected developmental trends were confirmed, with formal status being most difficult to attain on the Inhelder tasks and easiest to attain on the Longeot. The correlations between the KLR and Inhelder (0.61,p< 0.01) and the Longeot and Inhelder (0.55,p< 0.05) were moderately high. According to the method of Shayer (Note 2), it was found that each of five paper‐pencil subtests discriminates at or between the 2B (late concrete) and 3A (early formal) levels while the sixth subtest, the mealworm puzzle, was found to discriminate at the 3A level. This study indicates that either group battery may be useful in identifying transitional subjects. However, if a more stringent criterion of “formal” is needed, a “success” rate of four or five out of the six subtests may be required. Both group batteries are relatively easy to administer and score with a minimum of guidance, although the KLR scoring might need to be simplified for use by the practitioner. Sex differences found on the KLR and the Longeot are suggestive of the potential differential use of these tests by researchers investigating sex differences in achievement or aptitude.
Science curriculum effects in high school: A quantitative synthesis
Authors: Weinstein Thomas , Boulanger F. David , Walberg Herbert J.
Published: October 2006

To assess the impact of the innovative precollege science curricula of the past twenty years on learning, a search was conducted using the computer‐assisted Bibliographic Retrieval System (BRS), the ERIC Annual Summaries of Research in Science Education, and Dissertation Abstracts International. A total of 151 effect sizes were obtained from 33 studies representing 19,149 junior and senior high school students in the United States, Great Britain, and Israel. Study‐weighted analysis yielded an overall mean effect size of 0.31 significantly favorable to the innovative curricula [t(25) = 2.183, p < 0.05] on all outcomes. Student performance in innovative curricula averaged in the 62nd percentile relative to the control norm. Tabulation of signed comparisons indicated that sixty‐four out of eighty‐one unweighted outcomes were favorable to the innovative curricula. Separate analyses for test content bias, methodological rigor, type of learning, and student characteristics showed no significant differences across these categories.
SECONDARY ANALYSIS AND SCIENCE EDUCATION RESEARCH
Authors: Miller Jon D.
Published: October 2006

This essay argues that the secondary analysis of existing data sets provides an important opportunity for researchers concerned with science education. The traditional arguments for the secondary analysis of large data sets‐quality, costs, and the “science” of multiple analyses of the same data‐are reviewed. The increasing number and quality of databases available, the introduction of new statistical technologies, and the severe reduction of federal support for science education are three new forces fostering secondary analysis in science education. Some cautions for secondary analysts are shared and three model secondary analyses are described. The essay concludes that the forces favoring secondary analysis in science education are increasing and that the completion of some secondary analysis prior to new data collection may become the normative expectation in the science education community.
Experimental inquiry and naturalistic inquiry: An evaluation
Authors: Welch Wayne W.
Published: October 2006

In recent years, questions have been raised about the usefulness of experimental inquiry in educational research and evaluation. An alternative paradigm, called naturalistic inquiry has been advocated by some and appears to be growing in acceptability. In this article, these two approaches are described and compared using illustrations from two science education research projects. Several strengths and limitations of each inquiry style are identified. Investigators are urged to seriously consider both paradigms in planning research and evaluation studies.
Facilitating problem solving in high school chemistry
Authors: Gabel Dorothy L. , Sherwood Robert D.
Published: October 2006

The major purpose for conducting this study was to determine whether certain instructional strategies were superior to others in teaching high school chemistry students problem solving. The effectiveness of four instructional strategies for teaching problem solving to students of various proportional reasoning ability, verbal and visual preference, and mathematics anxiety were compared in this aptitude by treatment interaction study. The strategies used were the factor‐label method, analogies, diagrams, and proportionality. Six hundred and nine high school students in eight schools were randomly assigned to one of four teaching strategies within each classroom. Students used programmed booklets to study the mole concept, the gas laws, stoichiometry, and molarity. Problem‐solving ability was measured by a series of immediate posttests, delayed posttests and the ACS‐NSTA Examination in High School Chemistry. Results showed that mathematics anxiety is negatively correlated with science achievement and that problem solving is dependent on students' proportional reasoning ability. The factor‐label method was found to be the most desirable method and proportionality the least desirable method for teaching the mole concept. However, the proportionality method was best for teaching the gas laws. Several second‐order interactions were found to be significant when mathematics anxiety was one of the aptitudes involved.
Effects of a modified mastery learning strategy on achievement, attitudes, and on‐task behavior of high school chemistry students
Authors: Dillashaw F. Gerald , Okey James R.
Published: October 2006

The effects of a mastery learning strategy modified to limit diagnosis to two cycles were tested with high school chemistry students. The results indicate that achievement of mastery learning students was significantly greater than that of nonmastery control students. On‐task behavior (academic engagement) of mastery learning students increased in a linear fashion during the study (45 instructional days), while on‐task behavior of nonmastery students decreased. Attitudes toward science and science instruction were not significantly different but were positive in both mastery and nonmastery conditions.
The relationship between science process skill and formal thinking abilities
Authors: Padilla Michael J. , Okey James R. , Dillashaw F. Gerald
Published: October 2006

The purpose of this study is to examine integrated process skill and formal thinking abilities of middle and high school students and determine the relationship, if any, between the two. A relationship was thought to exist since both sets of skills strongly emphasize conducting fair experiments as well as other abilities. Pencil and paper measures of formal operational and integrated process skill achievement were given to almost 500 grade 7–12 students. Resulting correlations showed a strong relationship between achievement on the two meansures (r = 0.73) and all subtests of both measures. Factor analysis data corroborate the correlational evidence. One potential inference to be drawn from these results is that process skill teaching might influence formal thinking ability. A follow‐up experimental study will determine this.
Characteristics of personnel at graduate science education centers: Implications for the future of the profession
Authors: Gallagher James Joseph , Zehr Eric , Yager Robert E.
Published: October 2006

Biographical and professional information for all 168 faculty members employed at the 35 largest graduate centers for science education was collected and analyzed. This is a report of the analysis and a discussion of the implication for the profession. The graduate faculty at major U.S. centers is homogeneous as to age, sex, rank, academic preparation, previous experience, research productivity, and professional involvement. The stability (or slight decline) in number of new personnel employed at research centers, and the multipurpose features of most centers are viewed as major problems. There are few examples of cooperative efforts among the 168 and few examples of clearly defined research efforts over an extended period of time.
The relationship among college science student achievement, engaged time, and personal characteristics
Authors: Johnson T. Franklin , Butts David P.
Published: October 2006

The relationships among college student science achievement, engaged time (observed and perceived), and personal characteristics of academic aptitude, reasoning ability, attitude toward science, and locus of control were investigated. Measures of personal characteristics were obtained from the subjects (N= 76) of a private, liberal arts junior college before observations began in the lecture classes for the quarter. Instruments used to measure personal characteristics were Scholastic Aptitude Test, Test of Logical Thinking, Test of Scientific Attitude, and Leven‐son's Multidimensional View of Locus of Control. Based on a random selection procedure, student engaged time was observed at least ten times for 11 lectures. Achievement tests were constructed and validated for the biology classes. Data were analyzed by multiple regression procedures. The average achievement scores were positively related to academic aptitude and reasoning ability. Positive relationships were found between observed engaged time and academic aptitude and a negative relationship was found between observed engaged time and reasoning ability. Also a positive relationship was found between perceived engaged time and achievement. Pearson product‐moment correlations between achievement and observed engaged time were significant as were the correlations between perceived engaged time and achievement. Measure of engaged time (observed and perceived) were also related to each other. The study's data indicate that students who were observed to be engaged were low in reasoning ability or high in academic aptitude. Those who perceived themselves as being engaged achieved more. College instructors who have knowledge of student academic aptitude and reasoning ability may use this knowledge to improve achievement.

Engaged time measures were significantly related to achievement, which indicates an instructor should endeavor to keep the students as engaged as possible to enhance achievement. Students who are engaged or pay attention or perceived they are engaged or paying attention during lecture classes achieve more than students who are observed as nonengaged or perceive themselves as nonengaged.
A meta‐analysis of instructional systems applied in science teaching
Authors: Willett John B. , Yamashita June J. M. , Anderson Ronald D.
Published: October 2006

This article is a report of a meta‐analysis on the question: “What are the effects of different instructional systems used in science teaching?” The studies utilized in this meta‐analysis were identified by a process that included a systematic screening of all dissertations completed in the field of science education since 1950, an ERIC search of the literature, a systematic screening of selected research journals, and the standard procedure of identifying potentially relevant studies through examination of the bibliographies of the studies reviewed. In all, the 130 studies coded gave rise to 341 effect sizes. The mean effect size produced over all systems was 0.10 with a standard deviation of 0.41, indicating that, on the average, an innovative teaching system in this sample produced one‐tenth of a standard deviation better performance than traditional science teaching. Particular kinds of teaching systems, however, produced results that varied from this overall result. Mean effect sizes were also computed by year of publication, form of publication, grade level, and subject matter.
The relationship of student characteristics and student performance in science as viewed by meta‐analysis research
Authors: Fleming M. Lynette , Malone Mark R.
Published: October 2006

Relationships of student characteristics to student performance and attitudes were explored by meta‐analysis for studies conducted in kindergarten through twelfth grade since 1960. Six student characteristics (general ability, language ability, mathematics ability, socio‐economic status, gender, and race) were selected for inclusion in this investigation based on their frequency of use in the literature. Studies in which these student characteristics were associated with student science performance or science attitudes were included in this investigation. Associations of ability and socio‐economic status with science performance and attitudes were summarized by correlational analysis. An effect size measure was used to summarize associations of gender and race with science performance and attitudes.
Experimental problem solving: An instructional improvement field experiment
Authors: Ross John A. , Maynes Florence J.
Published: October 2006

An instructional program based on expert‐novice differences in experimental problem‐solving performance was taught to grade 6 students (N = 265). Classes of students were randomly assigned to conditions in a delayed treatment design. Performance was assessed with multiple‐choice and open‐ended measures of specific transfer. Between group comparisons using pretest scores as a covariate showed that treatment condition students consistently outperformed controls; similar results were revealed in the within group comparisons. The achievement of the early treatment group did not decline in tests administered one month after the posttest.
Convergent validity of group tests of cognitive development
Authors: Stefanich Greg P. , Unruh Roy D. , Perry Bruce , Phillips Gary
Published: October 2006

This study was designed to investigate the convergent validity of individual clinical task interviews as presented by Piaget and Inhelder paired with three widely used group tests of cognitive development. These tests are designed to assess the acquisition of cognitive abilities. The three group test raw scores paired with summed raw scores on four concrete‐formal task interviews yielded the following Pearson product‐moment correlations: Reasoning Test (Ankney and Joyce), 0.43; Logical Reasoning Test (Burney), 0.61; Classroom Test of Formal Operations (Lawson), 0.37. The raw data was then ranked into cognitive level groups and presented on contingency tables. The following contingency coefficients were determined: Logical Reasoning Test, 0.52; Logical Reasoning Test (adjusted), 0.61; Classroom Test of Formal Operations, 0.50. This study reflects that the Reasoning Test tends to indicate lower cognitive levels of subjects when paired with summed scores on the clinical task interviews, whereas the Logical Reasoning Test and the Classroom Test of Formal Operations tend to indicate higher cognitive levels of subjects when paired with summed scores on the clinical task interviews. In each case the correlations do not appear to be sufficiently strong to warrant selection or categorization of an individual student based on his/her test performance.
Changes in attitudes toward contraceptives concomitant with instructional activities in physiology
Authors: Owie Ikponmwosa
Published: October 2006

Expatriate science teachers are being asked with increasing frequency to participate in science classroom instructional activities in a large number of developing nations. The peculiar nature of social problems in many of these countries calls for a broader definition of curricular activities in the science classroom. This report is based on a study that assessed the influence of subsidiary learning activities in a physiology class on attitudes toward contraceptives. Students enrolled in a physiology course were exposed to various subsidiary learning activities through reading assignments, group projects and group discussion sessions. A pre‐ and posttest evaluation of changes in attitudes toward contraceptives was found to be statistically significant. A significantly larger proportion of students possessed positive attitudes toward contraceptives at the end of the semester's learning activities than at the beginning.
Validation of a learning hierarchy for the mole concept
Authors: Griffiths Alan K. , Kass Heidi , Cornish Alan G.
Published: October 2006

Three psychometric methods for validating learning hierarchies are applied to one data set derived from responses of grade 10 chemistry students to items representing the skills in a hypothesized hierarchy for the mole concept. Two methods which considered skills in pairs, namely the “test of inclusion” by White and Clark and the “ordering‐theoretic method” by Airaisian and Bart produced generally similar results. The third method, by Dayton and Mac‐ready, considered the hierarchy as a whole and produced clearer distinctions between alternative hierarchies than the first two methods. The hierarchy derived from this analysis was supported by a test for transfer of learning from subordinate to superordinate skills.
Practical work in schools: An examination of teachers' stated aims and the influence of practical work according to students
Authors: Lynch P. P. , Ndyetabura V. L.
Published: October 2006

In a state‐wide questionnaire survey dealing with practical work in school science, science teachers (N = 257) in Tasmanian schools and matriculation colleges were required to respond to a validated list of 10 aims for practical work in order to establish a relative order of importance of aims according to practicing teachers. The aims were then rewritten as possible influences (as perceived by students) and the relative order of importance of influences established for the students (N = 724). The orientation of teachers and students towards the set of aims/influences of practical work were first examined separately and then compared. Teacher's aims are associated with a clear rank ordering of importance which shows little change over the whole grade range. The implications of this educational emphasis is discussed. It is argued that teachers aims are in some respects misguided or misjudged and when viewed against student perceptions there are some major mismatches. The instrument would appear to be a simple and useful way of evaluating the orientation of teachers and students towards the role of practical work in schools and raises many issues about the quality of the enterprise.
Effect of instruction using students' prior knowledge and conceptual change strategies on science learning
Authors: Hewson Mariana G. , Hewson Peter W.
Published: October 2006

One of the factors affecting students' learning in science is their existing knowledge prior to instruction. The students' prior knowledge provides an indication of the alternative conceptions as well as the scientific conceptions possessed by the students. This study is concerned primarily with students' alternative conceptions and with instructional strategies to effect the learning of scientific conceptions; i.e., to effect conceptual change from alternative to scientific conceptions. The conceptual change model used here suggests conditions under which alternative conceptions can be replaced by or differentiated into scientific conceptions and new conceptions can be integrated with existing conceptions. The instructional strategy and materials were developed for a particular student population, namely, black high school students in South Africa, using their previously identified prior knowledge (conceptions and alternative conceptions) and incorporate the principles for conceptual change. The conceptions involved were mass, volume, and density. An experimental group of students was taught these concepts using the special instructional strategy and materials. A control group was taught the same concepts using a traditional strategy and materials. Pre‐ and posttests were used to assess the conceptual change that occurred in the experimental and control groups. The results showed a significantly larger improvement in the acquisition of scientific conceptions as a result of the instructional strategy and materials which explicitly dealt with student alternative conceptions.
Is it formal if it's not physics? (the influence of content on formal reasoning)
Authors: Linn Marcia C. , Clement Cathy , Pulos Steven
Published: October 2006

Formal reasoning has been studied extensively with tasks that have physics or laboratory content. This study compares laboratory and naturalistic content influences on formal reasoning tasks. Ninety 13‐, 15‐, and 17‐year olds received both laboratory and naturalistic content tasks which required ability to control variables. Expectations about the variables in each task were measured. Results revealed that 8 to 20% of the variance in performance was associated with task content. Content effects were shown to reflect expectations about task variables.
Status of science education in state departments of education: An initial report
Authors: Dowling Kenneth W. , Yager Robert E.
Published: October 2006

The past five years have been characterized as times of assessment in science education. One aspect of the profession where little information has been reported is the service and leadership provided by the various Departments of Education that exist as a part of the 50 state governments. Information was collected from the 50 states concerning the professional preparation of state science consultants, the nature of the positions, number of workers employed in such units, changes in support staff, facilities, and budget for each five year interval between 1960‐1980. Science consultants are 46 years of age, have completed more than 10 years of classroom teaching, have been supervisors at the last level, have been in state positions for one‐eight years, and have a Master's degree (half have the Ph.D.). Science consultants in the state department of education work in local schools, write proposals, assist with other administrative duties, work as members of evaluation teams. They spend two‐thirds of their time in science education per se. The duties have become more general with less time spent exclusively on science education duties. The positions have become more involved with regulations, evaluations; the consultants enjoying less flexibility in their jobs. There has been a decline in terms of numbers of consultants, budget for science education; and general support for science education projects in state departments of education during the 20‐year period surveyed.
Student control ideology and the science classroom environment in urban secondary schools of sudan
Authors: Harty Harold , Hassan Hassan A.
Published: October 2006

An examination was made concerning the relationships between Sudanese secondary science teachers' pupil control ideology and their students' perceptions/observations of the psychosocial environment of their science classrooms. One hundred secondary science teachers were classified as possessing humanistic (N = 20) or custodial (N = 20) control ideologies. A class (N = 40) of students was randomly selected for every teacher in both groups. The findings revealed that no significant relationships existed between the control ideologies of the teachers and their students' perceptions/observations of the classroom environment. Custodialism in control ideology was significantly related to the classroom environment psychosocial aspect of low “support.” Discussion and implications of the findings have been approached from both Sudanese and American perspectives.
A qualitative approach to the study of a teacher's beliefs
Authors: Munby Hugh
Published: October 2006

This article describes a qualitative study of the beliefs and principles of one science teacher. The study employs the Repertory Grid Technique of Kelly (The psychology of personal constructs, New York: Norton, 1955). This technique is illustrated thoroughly by the case study, and ample segments from an interview with the teacher concerned are provided. All relevant information obtained from working with this teacher is used to establish the dominant beliefs held by her. The significance of the study is argued within the framework of curriculum and instructional innovation and implementation.
The effects of computer use in science and mathematics education upon the computer literacy of preservice elementary teachers
Authors: Battista Michael T. , Krockover Gerald H.
Published: October 2006

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