bluuebunny/crossref_metadata_2025 huggingface dataset:
Teaching for critical thinking in high school biology
Authors: Kastrinos William
Published: October 2006

Does training in critical thinking in the study of science enable the student to improve in his ability to think critically? This study represents an attempt to answer the question for students of high school biology.
The potential scientist pool
Authors: Cooley William W.
Published: October 2006

A study of movement toward scientific careers reveals the importance of the junior high school. In addition to his position in the Graduate School of Education, the author is a Research Associate at Harvard's new Center for Research in Careers.
Organic chemistry tests—an analysis
Authors: Deloach Will S.
Published: October 2006

A report of a study dealing with the variety of questions used in organic chemistry tests, the correlation between student scores on various types, and the suitability of certain kinds of questions.
The interaction of experiments and ideas: A BSCS‐second course
Authors: Abraham Norman
Published: October 2006

The BSCS second course was developed by a team of university biologists and high school biology teachers and has been tested in high schools over a three year period. After a revision of the materials in the slimmer of 1964 they will be prepared for release in August 1965 by Prentice‐Hall Inc., Englewood Cliffs, New Jersey. This article describes the experimental edition of the second course.
The dawn of the scientific epistemology: 1564–1964
Authors: Oelich Donald C.
Published: October 2006

Since 1964 marks the fourth centennial of Galileo's birth, it seems appropriate to present an article dealing with his place in the history of science. The author describes the seventeenth century historical setting as giving rise to modern scientific epistemology and suggests some implications of interest to science teachers.
Federal assistance to science education in Indiana
Authors: Marshall Leo W.
Published: October 2006

A report on changes in Title III NDEA programs in Indiana as a result of teacher participation in an NSF summer institute.
The evaluation of problem solving in science
Authors: Butts David P.
Published: October 2006

As more emphasis is placed on teaching “problem solving” in science rather than the recall of specific information, problems of evaluation become more complex. Dr. Butts describes a “tab” test which may afford us a more valid measure of this complex behavior.
Symmetry: The case history of a program
Authors: Haughton E. , Loeb A. L.
Published: October 2006

This article presents the case history of the development of a program on symmetry properties (of crystals) through a series of studies in which the same subject matter was presented in various programmed formats to various test groups.
Part II: Cognitive development in children: Selected psychological reports: American cognitive studies: A review
Authors: Ripple Richard E.
Published: October 2006

Following Piaget's opening remarks at Cornell University this paper was delivered for the purpose of summarizing American cognitive studies. The emphasis is on two current approaches to the study of cognitive growth in children—a modified stimulus‐response approach and the approach serving as the basis for the research effort in the Center for Cognitive Studies at Harvard University under the direction of Jerome Bruner. Similarities and differences in these two approaches and experimentation representative of each approach are presented.
Experience and cognitive structure
Authors: Mink Oscar G.
Published: October 2006

Doctor Mink, formerly of Cornell University and now with the Xerox Corporation, Rochester, New York, presents his findings on experience and cognitive structure using human and subhuman species. He explores the relationship of Ausubel's subsumption theory to Piagel's developmental approach. Throughout this paper he emphasizes the inadequacy of a strict interpretation of an SR model to the exclusion of cognitive structure variables. The paper concludes with a brief discussion of a research project at Cornell University and a model for researching the development of the learning process.
Implications of Piaget's talks for curriculum
Authors: Langer Jonas
Published: October 2006

In this paper Langer discusses the implications of Piaget's theories for curriculum in theoretical terms. These implications are discussed in terms of communication between the “community” and the individual regarding forms of knowledge. This communication, this expression of the forms of accumulated knowledge is seen as influencing the, learning task. Several intriguing interpretations and extensions of Piaget's theories are offered.
Development and assessment of cognitive structures
Authors: Charlesworth William R.
Published: October 2006

Approaches to the study of cognitive development and its assessment at the University of Minnesota are presented in this paper by Charlesworth. Using Piaget's theory of cognitive development as a base, some intriguing experimentation with the “surprise response” as an indicator of cognitive developmental level are reported. Charlesworth also speculates about teachers' use of this approach to facilitate cognitive development.
Comments on the INRC group
Authors: Easley J. A.
Published: October 2006

In Piaget's theory, cognitive behavior in sonic problem situations can be likened to a four‐group—a mathematical group whose elements consist of four transformations. These four transformations are represented as follows: I (identity), N (negation), R (reciprocal), C (correlative). The INRC group has logical and physical “realizations,” i.e., different systems which exemplify its properties. Piaget holds that the INRC group and combinatorial structures can only be found at the stage of formal operations. In the snail problem, referred to by Easley, a snail is placed on a board which rests on a table. The snail can move from left to right or right to left while the board is stationary. Likewise, the board can move in either direction while the snail is stationary. Finally, the snail and the board can move simultaneously in either direction. In the following note Easley presents an analysis of the snail problem in terms of the INRC group.
The elementary science study branch of educational services incorporated
Authors: Duckworth Eleanor , Nichols Benjamin
Published: October 2006

Goals and activities of the Elementary Science Study Branch of the Educational Services Incorporated are discussed in this paper by Eleanor Duckworth. As in other curriculum projects the influence of psychological approaches is seen to be minimal. However, procedures are judged to be sound. Additional comments by Ben Nichols on his work with electricity in the fourth grade provide a specific example of the work being done at ESI.
Cognitive theory and the SMSG program
Authors: Kilpatrick Jeremy
Published: October 2006

Kilpatrick describes the curriculum program of the School Mathematics Study Group and its philosophy. Mathematical structure, rather than psychological theory, has played the instrumental role in shaping the program. An interesting issue is joined, essentially the same issue provoked by the Karplus paper, i.e., the issue of spontaneous aevelopment in children's thinking versus acceleration of this development through formal instruction and altering the child's experience. The compatibility of certain features of the SMSG curriculum with the results of Piaget's studies are enumerated. The paper concludes with a discussion of the National Longitudinal Study of Mathematical Abilities.
A scale of mental development based on the theory of piaget: Description of a project
Authors: Pinard Adrien , Laurendeau Monique
Published: October 2006

One of the more interesting outgrowths of Piaget's work is the endeavor to construct a scale of mental development based on Piaget's “stages” reported here by Pinard and Laurendeau. This paper was prepared especially for this issue as a complement to the Piaget Conference papers.
Goals for school mathematics: The Madison project view
Authors: Davis Robert B.
Published: October 2006

This paper is intended to describe the recent, i.e., 1964, activities of the Madison Project, and at the same time to present one view of what is happening—or needs to be happening—to the mathematics curriculum in grades 2 through 9.
The use of inservice programs to diagnose sources of resistance to innovation
Authors: Rowe Maky Budd , Hurd Paul Dehart
Published: October 2006

A novel approach to the evaluation of in‐service programs in the propagation of change in elementary school science‐one which employs techniques of engineering research in locating sources of resistance.
The concept of “model” and educational research
Authors: Weinstock Henry Robert
Published: October 2006

Models have played an important role in the development of the physical sciences. Perhaps their role in educational research will be even more important.
The determination of criteria for the selection of students for the pssc physics course
Authors: Rothman Arthur I.
Published: October 2006

This study was done to determine criteria for selecting for the PSSC physics course and in the context, to determine the predictive ability of three creativity measures relative to more conventional predictors.
Problems and resolution in design and execution of curriculum research
Authors: Schmitt John , Robinson David , Montean John , Joslin Paul
Published: October 2006

Some practical problems which face educational researchers.
Single concept films: A pilot study based on chem study films
Authors: Brandou Julian R.
Published: October 2006

A study on the selection and use of single concept films.
The strength and order of responses in a sequence as related to the degree of structure in stimuli
Authors: Anderson O. Roger
Published: October 2006

An examination of the effects of different sequences of learning material on the acquisition and retention of knowledge in science.
Teacher effects upon the outcomes of science instruction
Authors: Yager Robert E.
Published: October 2006

The effect of an individual teacher upon his student, whether positive or negative, is always open to debate and discussion. This research lends additional support to the arguments.
A refined definition of structure in teaching
Authors: Anderson O. Roger
Published: October 2006

More on structure in teaching. Will the order of presentation of material influence production of logical relationships?
Spatial visualization abilities of prospective mathematics teachers
Authors: Martin Bernard L.
Published: October 2006

Spatial visualization ability can be developed through mathematics experiences.
Television instruction and the attainment of objectives for a ninth grade physical science course
Authors: Welliver Paul W.
Published: October 2006

Action research programs at the state level merit special mention. North Carolina has had one stressing the methodology and content of physical science.
Responses to science concepts on a semantic differential instrument and achievement in freshman physics and chemistry
Authors: Rothman I.
Published: October 2006

Scores on a science‐related semantic differential test are small but significant predictors of physics and chemistry achievement.
Levels of maturity and levels of understanding for selected concepts of the particle nature of matter
Authors: Pella Milton O. , Carey Russell L.
Published: October 2006

Deals with the fundamental problem of the grade placement of concepts.
Evaluation of the grade placement of science concepts in the early elementary grades
Authors: Boener Chablotte M.
Published: October 2006

Nonverbal evolution techniques can be used to assist in the grade placement of science concepts at the primary grade level.
The preparation, use, and application of a science experience inventory
Authors: Uhlhobn Kenneth W.
Published: October 2006

The logic of action research demands that a device like the science experience inventory be used in the grade placement of instructional sequences, the selection of course materials, and the planning of in service programs.
An inquiry approach to interdisciplinary seventh grade science
Authors: Vandeventer W. C.
Published: October 2006

The author develops a rationale for teaching „structure and process”︁ to early adolescents. Will it junction generally? Action research may provide the answer.
Programmed materials in seventh‐grade open‐ended laboratory experiences
Authors: Caenes Phyllis Eileen , Bledsoe Joseph C. , Vandeventer W. C.
Published: October 2006

A carefully designed exploration of programmed materials used in conjunction with open‐ended laboratory exercises.
Teaching behavior and lesson effectiveness for a specific science objective
Authors: Eccles Priscilla J.
Published: October 2006

If methodology is of critical importance, then careful observation and testing should reflect differences in the behavior pattern of children.
Characteristics of elementary teachers related to attitudes toward science
Authors: Schwirian Patricia M.
Published: October 2006

The purpose of this study is to ascertain what personal and professional characteristics are related to elementary attitudes toward science and the scientific institution. The Schwirian Science Support Scale (TRI‐S) was administered to 191 elementary teachers and analysis of variance was used to analyze the data.

The personal characteristics examined are: (1) age; and (2) religious preference. The six professional characteristics explored are: (1) highest academic degree held; (2) semester hours of college science; (3) type of undergraduate institution attended; (4) years teaching experience; (5) grade level taught; and (6) the nature oj the teaching experience, i.e., continuous or interrupted.

Of these eight independent variables, age is associated with the greatest attitudinal differences, the younger teachers expressing the more positive attitudes toward science. Teachers who graduated from state schools had more positive attitudes than those who came from private, liberal arts institutions. There was also a positive association found between number of hours in science and positive science attitudes.
Principle learning as a function of instruction on excluding irrelevant variables
Authors: Cole Henry , Raven Ronald
Published: October 2006

The purpose of this study was to determine if instruction on excluding irrelevant variables enhanced learning the principle that explained why objects float and sink. The results of the study show that learning the correct principle without first learning to exclude the false principles is not as effective as learning to exclude the false principles and then learning the correct principle. The data also indicate that the presentation of the verbal principle in the program enhanced achievement on the concept criterion test.
An interdisciplinary theory of behavior
Authors: Anderson O. Roger
Published: October 2006

This paper combines biological, biochemical and psychological data toward the construction of a bio‐psychological theory of behavior.

The fundamental assumptions are that the environment favored the evolution of organisms possessing receptors sensitive to periodic or repetitive stimuli. Moreover the presence of periodic stimuli in space and time have induced, through natural selection, the appearance of highly advanced forms of living organisms capable of exploiting the environment by utilizing information in periodic stimuli. Indeed, this dependency on periodic stimulation, such as light energy and movement of surrounding matter, has induced a psychological, perceptual bias to readily assimilate repetitive stimuli thereby producing changes in behavior. This perceptual bias favored by organic evolution and reinforced by stimulation of the organism during development produces communication patterns in higher animals characterized by repetitive sounds.

The relationship of this theory to current learning models is discussed and applications are made to human learning.
The effect on test results of changes in task and response format required by altering the test administration from an individual to a group form
Authors: Walbesser Henry H. , Carter Heather L.
Published: October 2006

Group and individual forms of a measure were developed to assess the acquisition of behaviors desired as outcomes of instruction in science at the elementary school level. Significant differences between the scores of individuals on the group and individual measures were observed. Students demonstrated higher competence on the items employing the individual format.
The science support scale: Its appropriateness with high school students
Authors: Simpson Ronald D. , Shrum John W. , Rentz R. Robert
Published: October 2006

Implementing the idea that more emphasis should be placed on student achievement in the affective domain is contingent upon the concurrent development of suitable instruments for the assessment of prescribed criteria. One such instrument, the Schwirian Science Support Scale (Tri‐S scale), was reported in a recent NSTA publication as a promising tool for measuring student science support.

Recent research using the Tri‐S scale with high school pupils showed that scores on this instrument did not increase after the students had taken a tenth grade introductory course in biology. Further analysis indicated students of teachers scoring “high” in science support did not produce higher scores on the Tri‐S scale than students studying biology from teachers “low” in science support. Reliability estimates using high school student scores were well below previous estimates using scores from college undergraduates. Factor analysis of inter‐item correlations indicated that student interpretation of item meaning did not correspond to the five subtest structure of the Tri‐S scale.

Findings from this study demonstrate that the Tri‐S scale is not an appropriate instrument for measuring attitudinal changes of tenth grade high school students. This study is suggestive of the fact that went and future instruments that purport to measure achievement in noncognitive areas should be carefully analyzed before they are recommended for use with specific populations.
The effects of response format of a structured learning sequence on third grade children's classification achievement
Authors: Popp Leonard , Raven Ronald
Published: October 2006

Classification was selected for use in this investigation because of the central position of process factors in teaching and learning. A twelve section classification program which was based on 12 rules derived from Piaget's analysis of classification was used in the study. The program was produced in both a constructed response (CR) format and in a matching multiple choice (MC) response format. The 36‐item classification test was similarly produced in both response modes.

Criterion scores on both the CR test and the MC test were collected from each of the 239 grade three subjects following treatment with the CR program, the MC program, or with drawing activities (control).

The results of the multivariate and univariate analyses of variance indicated that the program in both response modes enhanced classification achievement although the effects on MC test scores were not consistent across classes, and that each program format enhanced achievement to a greater degree on the test which matched the program response mode.
Verbal predictive ability and performance on selected science process tasks
Authors: Neie Van E.
Published: October 2006

This study investigated the relationships between verbal predictive ability, as measured by a word deletion technique called the “cloze procedure,” and performance on selected science process tasks. The results of the study confirmed a highly significant relationship between the two variables, but failed to show that verbal predictive ability is a significantly better predictor of process task achievement than is a standardized test of verbal ability. It is suggested that the results could be utilized in the design of teacher education programs in science if these programs focus primarily on the processes of science.
Earth science concept list for grades K‐12 curriculum construction and evaluation
Authors: Janke Delmar L. , Pella Milton O.
Published: October 2006

The problem for this study was the identification of earth science concepts recommended by scholars in earth science for inclusion in the R‐12 science curriculum. Three panels of earth science scholars assisted in the study. The third panel was selected in such a manner as to insure that the judgement of the entire memberships of five major professional organizations within the earth sciences would be represented within specified limits. The final concept list contained fifty‐two earth science concepts.

The claim is not made that the concept list which was developed is a complete list of earth science concepts which earth science scholars believe to be important for inclusion in the K‐12 science program; the list is to be regarded as a sample of those concepts which would form a complete list. However, it would seem that due to the method of compiling the list that a majority of the earth science concepts which earth science scholars rate as most important for inclusion in the K‐I2 science program would be present.
A study of the use of “invitations to enquiry” and student attitude
Authors: Starr Robert J.
Published: October 2006

This study was designed to isolate the attitude of high ability ninth grade BSCS students toward instruction utilizing “Invitations to Enquiry.” Both control and experimental groups received similar instruction with the addition of twenty “Invitations” to the experimental classes over an eight week period.

No significant differences in attitudinal scores as measured by Remmer's A Scale to Measure Attitude Toward Any School Subject was found when the poststudy scores were adjusted for prestudy attitude, IQ and mid‐study attitude or when the attitude at the end of four weeks of the study was adjusted using prestudy attitude and IQ.
An investigation of introductory physical science using the test of science process
Authors: Butzow John W. , Sewell Leyton E.
Published: October 2006

The hypotheses tested were that there would be differentially, significant improvement in scores on the Test of Science Processes (TSP) for four homogeneous divisions of an eight grade class during the period they studied the first five chapters of Introductory Physical Science (IPS). Results indicated significant improvement in at least one process subscore for each division of the class. A hierarchy of processes was suggested as a topic for further study.
The influence of selected physical science study committee (PSSC) films on certain learning outcomes in the teaching of high school physics
Authors: Woodman Charles A.
Published: October 2006

The study was initiated to determine whether students who saw selected PSSC films, in conjunction with the PSSC high school physics course, differed in their achievement of the subject matter of physics or in their understanding of science from similar students who did not see the films. The criterion tests were the PSSC Achievement Test Series and the Test on Understanding Science (TOUS).

A total of 486 students in nine high schools in the eastern Massachusetts area participated in the study. Analysis of covariance was used to determine differences between treatment groups. It was concluded that for the particular group of students involved in the study the use of PSSC films in conjunction with the PSSC course did not influence student scores on the PSSC achievement tests or the Test on Understanding Science.
Ease of grading and enrollment in secondary school science. II. A test of the model
Authors: Bridgham Robert
Published: October 2006

A proposed model of the effects of ease of grading in science on enrollments is tested with data gathered in 27 high schools. Grades were transcribed for students in the 1968 graduating class; they were coded A = 7, B+ = 6, B = 5, …, F = 0.

East of grading was calculated for each science teacher and course in each school. In addition the proportion of non‐senior students who moved from one science to the next in the typical sequence was determined.

Analyses of variance indicated that teachers were the major distinguishable source of variance in ease of grading. Analysis of teachers' ease of grading indicated that female students were graded more severely than male students, and grading in the physical sciences was more severe than grading in biology.

Analyses of the effects of ease of grading on students' transitions from course to course indicated that experienced ease or severity of grading was more important for female students than for male students, while anticipated ease or severity of grading was important for all transitions, except that of male students into physics.

These results are taken as evidence supporting the first three propositions of the model, though it appears that some modification to account for sex differences will be appropriate. Estimates from the data suggest that an increase in science enrollments of practical significance would follow an effort to bring science grades to “par” with other academic grades. Finally it is noted that efforts to achieve effective general education in the sciences through attention to grading practices alone will probably be inadequate.
Verbal explanation in physics classes
Authors: Ivany J. W. George , Oguntonade Christopher B.
Published: October 2006

This investigation was based on the assumption that a study of prevailing explanatory styles in science classrooms is a necessary, and hitherto much neglected, starting point in any attempt to improve teacher education programs in science.

Fourteen high school physics teachers were requested to handle the explanation of some physics problems to their students in microteaching situations. A study of 70 such explanations revealed that universal laws, constructs, analogies, and historical accounts were frequently used as explanatory criteria. By far the most prevalent criterion was the use of constructs.

A verbal explanation analysis instrument was developed to study the transcripts in terms of verbal styles and interpretation of physics as enquiry. Frequency counts of verbal communication units revealed a high predominance of teachers' lecturing behavior. Chi‐square tests also revealed interactions among some explanatory approaches and physics content, while intercorrelation coefficients showed associations among various verbal factors.

It was recommended that specific training in a number of technical skills should form part of physics teachers' education programs.
Effects of performance objectives on achievement
Authors: Bryant Napoleon , Anderson Hans A.
Published: October 2006

The purpose of this investigation was to determine (1) the effects of performance objectives on the achievement level of low achieving black inner city pupils and (2) the effects of giving the students performance objectives prior to beginning instruction The population used in this study was selected from four predominantly black inner city schools. The results of the study show that training teachers to use performance objectives had a significant effect on student cognitive achievement. Although providing students copies of the objectives prior to study did not significantly affect their cognitive achievement, performance objectives, as an instructional technique, seem as effective as traditional methods of instruction currently used with low achievers.
Discussion strategies and learning science principles
Authors: Nelson Miles A.
Published: October 2006

Post‐Sputnik science curricula stress the importance of teaching science as scientists might practice it. This has been vividly illustrated in the laboratory‐oriented curricula generated in the past ten years. Even more important has been the emphasis on applying learning theories to their construction. The American Association for the Advancement of Science has implemented the ideas of Robert Gagné in order to develop Science—A Process Approach. Jean Piaget's theory of intellectual development has been integrated into the Science Curriculum Improvement Study. It has been the investigator's observation that many teachers who use the newer science curricula fail to utilize to the fullest the methods implicit in a development theory; consequently, the objectives which include the products as well as the processes of science may not be achieved. This paper will report on an investigation of two types of postlaboratory discussion strategies and their effects on sixth grade children's learning of some science principles. The effects these discussion strategies had on the learning of four science processes are reported elsewhere.
Life‐science concept development among beginning kindergarten children from three different community settings
Authors: Riechard Donald E.
Published: October 2006

Two basic questions were investigated. (1) Do beginning kindergarten children from three different community settings (inner‐urban, outer‐urban, and rural‐farm) vary significantly in performance on a Life‐Science Concept Acquisition Test (L‐SCAT)? (2) What independent variables are the most useful predictors of performance on the L‐SCAT?

The L‐SCAT was developed by the investigator. It was administered to seventeen subjects from each of the three community settings (N = 51).

Among the results were the following: (1) there were significant differences (p < .05) among the scores made by the subjects; (2) a major source of significance was between outer‐urban and inner‐urban subjects' mean scores; (3) when all physical, mental, and sociocultural variables were used as predictors, a subject's I.Q. and his chronological age were the most useful predictors of L‐SCAT performance; and (4) when sociocultural variables alone were used as predictors, the number of years education of a subject's mother was the most useful predictor of L‐SCAT performance.
The effect of verbalizers on the achievement of non‐verbalizers in an enquiring classroom
Authors: Renne Thomas , Kass Heidi , Nay Marshall A.
Published: October 2006

This study investigated the effect of verbal participation during enquiry sessions on achievement. Other factors examined included intelligence characteristics of participants and non‐participants and question categories for each treatment group. The Suchman questioning procedure was used.

Twelve eighth grade science classes were assigned to three treatment groups of four classes each. Treatment A consisted of a film, a pretest on the film, the enquiry session, and a posttest. Subjects in treatment B were not administered the pretest but engaged in unguided discovery. Treatment C students submitted five questions each on paper after having viewed the film. Three such enquiry sessions were conducted. Each class was also administered an I.Q. test, a reading test, a sociogram, and an academiogram.

In all treatment groups the mean I.Q. of the participants exceeded that of the non‐participants. With I.Q. controlled, significant differences in mean achievement were found between the participants and non‐participants in the higher categories (3:00 to 6:00) of the Bloom taxonomy but not on the lower (1:00 to 2:00) categories. With adjustment for ability, the highest mean achievement in both the composite and higher category was attained by the group given maximum guidance by means of the pretest.

Participation was found to be independent of sociometric position in the classroom but not of academiometric position. Sex and participation were found to be dependent upon each other, with more boys and fewer girls participating than was expected.

In the analysis of questions written by students in treatment C, it was found that the participants wrote a substantially higher percentage of “directed” questions than did the non‐participants. No significant difference in the distribution of questions was evident between treatment groups A and C but group B differed significantly from both. It would appear that student verbal participation in the classroom is associated with achievement at the higher cognitive levels.
Measuring specific interests in biological, physical and earth sciences in intermediate grade levels
Authors: Skinner Ray , Barcikowski Robert S.
Published: October 2006

The Science Activities Checklist which was revised from the Reed activities checklist shows promise of providing science teachers with an instrument to measure interest in biological, earth, and physical science. If teachers are sincere in their efforts to foster interest in their specific science field, this instrument, or the revision the writers are currently committed to, should help them measure behavioral objectives involving science interests.
Critical thinking ability, open‐mindedness, and knowledge of the processes of science of chemistry and non‐chemistry students
Authors: Seymour Lowell A. , Sutman Frank X.
Published: October 2006

The Chemistry Curriculum Committee of the Philadelphia school district developed a chemistry course guide for use in the city's comprehensive high schools. Instruction based on this guide was intended, in part, to develop critical thinking ability, open‐mindedness, and knowledge of the processes of science. Critical thinking ability and open‐mindedness appears to have been developed; but only when pretesting was part of the teaching process. Knowledge of the processes of science has not been developed by students in chemistry classes following the Guide, perhaps because of a lack of strict adherence to the intent and content of the chemistry guide.
Checklist for assessment of science teachers and its use in a science preservice teacher education project
Authors: Brown William R.
Published: October 2006

The purposes of this study were to develop instruments to assess the nature of student‐teacher relations and classroom activities, and the personal adjustment of preservice science teachers in two concurrent programs and to see if the two groups differed significantly in the three areas measured by the Checklist for Assessment of Science Teachers (CAST). The CAST was completed by university supervisors, cooperating teachers, and classroom pupils in terms of 92 secondary student teachers at the completion of three student teaching quarters. Multivariate analysis of variance was used to detect differences between treatment groups.

The major differences between the two groups of science student teachers were the types of classroom activities used and the nature of their student‐teacher (teacher‐pupil) relations.
A consideration of direct and indirect teaching styles with respect to achievement and retention of learning in science classes
Authors: Wolfson Morton L.
Published: October 2006

Students taught by teachers of science with a higher I/D ratio, according to Flanders scale, will achieve more and retain more information than will students of teachers with a lower I/D ratio. This study tested students in high school chemistry and junior high school general science at the end of a year of study in their respective classes. They were then retested four months later. The teachers were scaled according to their I/D ratio. It was found that the I/D ratio of a teacher could be a guide toward determining the success of students so taught in a particular class.
Cognitive style and inquiry strategy: A five‐year study
Authors: Scott Norval C.
Published: October 2006

The purpose was to determine the longitudinal effects of the inquiry strategy method on the pupil's styles of categorization. Two groups of inquiry students (experimentals) and noninquiry pupils (comparisons) were administered the Sigel Cognitive Style Test (SCST). The longitudinal groups of experimentals and comparisons had the SCST in 1966 (seventh grade) and in 1971 (high school seniors). The cross‐sectional groups had the SCST in 1970 (high school seniors). Chi‐square indicated that both inquiry groups were significantly more analytical in styles of categorization than were the comparison groups. Implications for analytical style are discussed.
A comparison of the quality and sequence of television and classroom science questions with a proposed strategy of science instruction
Authors: Beisenherz Paul C.
Published: October 2006

This study was part of a research project designed to measure the utilization and effectiveness of a locally televised science series in 54 classrooms in the Seattle metropolitan area. A design was selected that provided a treatment variable representing four degrees of utilization of TV science and non‐TV science, and four grade levels.

One measure of effectiveness of TV and non‐TV science instruction involved the use of a multiple question category system in analyzing questions asked by studio and classroom teachers. All questions asked by these teachers were categorized into a modified Gallagher‐Aschner system. All questions asked by classroom teachers were also categorized into the Science Lesson Category System designed by the project investigators. In addition, all questions asked by studio teachers and classroom teachers utilizing TV science instruction, grades three and four, were categorized into the Instructional Strategy Category System, designed by the writer and patterned after the instructional strategy found in the Science Curriculum Improvement Study.

With a curriculum containing preplanned scripts and Teachers' Manuals with suggested activities, teachers utilizing TV science instruction asked a higher proportion of convergent questions than teachers not using TV instruction. These questions were found, for the most part, in the post‐TV period and in the discovery phase of the model instructional strategy. Comparisons of these findings with those proportions of questions asked during the non‐TV period indicated differences in questioning behavior between treatment groups using TV and non‐TV science instruction. It was concluded that these differences resulted from the influence of the TV science series.
Students' growth as a result of studying bscs biology for several years
Authors: Tamir P. , Jungwirth E.
Published: October 2006

Abstract A battery of tests was administered to three trial groups who studied the Israel BSCS Adaptation Program for several years. Compared with non‐BSCS students the performance and progress of the BSCS students in three cognitive areas, namely biological knowledge, inquiry skills and the understanding of science, demonstrates the feasibility of the BSCS adaptation program for students in academic city schools as well as for those in the Kibbutz rural schools. It is less adequate for most students in agricultural schools as well as for a considerable number of students of non‐European descent. The results indicate that achievement in biology is not unidimensional and that different students reach different levels of achievement with different measures. The implications of the findings regarding program revision, teacher training, adoption as well as further research are discussed. The study may be helpful to other countries which either have adapted or considered the adaptation of programs such as the BSCS.
Reporting explained variance
Authors: Good Ron , Fletcher Harold J.
Published: October 2006

The importance of reporting explained variance (sometimes referred to as magnitude of effects) in ANOVA designs is discussed in this paper. Explained variance is an estimate of the strength of the relationship between treatment (or other factors such as sex, grade level, etc.) and dependent variables of interest to the researcher(s). Three methods that can be used to obtain estimates of explained variance in ANOVA designs are described and applied to 16 studies that were reported in recent volumes of this journal. The results show that, while in most studies the treatment accounts for a relatively small proportion of the variance in dependent variable scores., in., some studies the magnitude of the treatment effect is respectable. The authors recommend that researchers in science education report explained variance in addition to the commonly reported tests of significance, since the latter are inadequate as the sole basis for making decisions about the practical importance of factors of interest to science education researchers.
Sex‐related differences on a task of volume and density
Authors: Howe Ann C. , Shayer Michael
Published: October 2006

A sex‐related difference, favoring boys, was found on initial performance of two samples (one British, one American) of 10‐ and 11‐year‐old children on a task of volume and density. After a period of classroom instruction that included opportunities for children to interact with appropriate materials and each other, both boys and girls performed at a higher level on the task, but the difference between them remained the same. There was no indication of a sex‐related difference other than a time lag, in pattern of development of the concept. The question of why there is a sex‐related difference, which persists in spite of experience and instruction, is discussed.
The effect of instructor‐prepared handout materials on learning from lecture instruction
Authors: Petrich James A. , Montague Earl J.
Published: October 2006

This study investigated the effect of organization and accuracy of detail in instructional aids on the achievement of students in a freshman college chemistry lecture course. Treatments consisted of (1) no aid, which was assumed to be low in detail and low in instructor organization; (2) a script given prior to lectures, which was assumed to be moderate in instructor organization and high in detail; and (3) outline provided prior to lectures, which was assumed to be high in instructor organization and moderate in detail. The treatments were randomly assigned to three intact classes of 54 students in freshman chemistry. All students were instructed on three different topics by means of videotaped lectures. Students were given a pretest, and following instruction on each of the three topics, they were given posttests. Results seem to indicate that the more aid in organization provided by the instructor prior to the lecture, the lower the student achievement. That is, students provided no aids achieved higher than those given a script, and those given a script achieved higher than those given an outline. The effect of amount of detail provided followed no clear pattern.
Field independence, task ambiguity, and performance on a proportional reasoning task
Authors: Nummedal Susan G. , Collea Francis P.
Published: October 2006

This study investigated the proportional reasoning abilities of 35 college science students. Using a projection of shadows problem, proportional reasoning was assessed under one of two experimental conditions corresponding to the type of information presented: (a) relevant only, or (b) relevant and irrelevant. Subjects were also measured on the cognitive style of field independence. Results showed that subjects in the relevant only condition performed significantly better than those in the relevant‐irrelevant condition. Degree of field independence was related to performance only in the relevant‐irrelevant condition. These results indicated an interaction between type of information presented in a task and cognitive style.
Selective attentional effects of textbook study questions on student learning in science
Authors: Holliday William G.
Published: October 2006

A selective attentional model used to explain recent mathemagenic and related research findings also predicted that textbook study questions adjunct to a flow diagram focus students' attention more upon questioned information and less upon nonquestioned information. Furthermore, the chances of such dysfunctional selective attention are increased when students are provided with a mere sampling (partial set) of study questions covering only portions of the diagram and are decreased when students are provided with a population (complete set) of questions or a no‐question treatment. As predicted, using the Newman‐Keuls procedure (p <0.05), the population and no‐question treatment groups outperformed the sampling‐question group which, in turn, outperformed a placebo‐control group. It was concluded that researchers and teachers should be aware that encouraging students to concentrate on selective portions of critical information can result in inadequate processing of such specialized science materials as flow diagrams.
Effect of individualized goal‐setting on college biology students' locus of control
Authors: Schafer John E.
Published: October 2006

This study investigated the effect of Individualized Goal‐Setting A‐T, relative to Classic A‐T, on a student's locus of control (generalized and academic). This study also examined the effect of pretesting, relative to no pretesting, on a student's locus of control. Sixty students in an introductory, Audio‐Tutorial, college zoology course were randomly assigned to treatment and control groups. Control groups (Classic A‐T) completed the course in the usual manner. Treatment groups (IGS A‐T) completed the course in the usual manner with one exception. That is, they used a different format for Optional Minicourse mastery. This new format released greater control to students over means as well as ends of minicourse mastery. Data were collected through use of the Solomon Four‐Group design, with two levels of treatment (Classic A‐T, IGS A‐T) and two levels of pretesting (pretest, no pretest). Instruments included the Rotter I‐E and Schafer Academic I‐E Locus of Control Scales. Posttest scores were analyzed by a 2 × 2 multivariate analysis of variance (MANOVA).

The following conclusions were made (p < 0.10).

IGS A‐T, relative to Classic A‐T, has no significant effect on a student's locus of control.

Pretesting, relative to no pretesting, has no significant effect on posttest locus of control.
Evaluating the effectiveness of an in‐service science program through the use of materials
Authors: Stronck David R. , Koller Geraldine R.
Published: October 2006

The study evaluates the effectiveness of an in‐service science program through measuring the use of materials available from the school district's resource supply center. This in‐service program introduced the Science Curriculum Improvement Study simultaneously into all 35 elementary schools of one district. The live‐material shipment orders served as an unobtrusive means of measuring teachers' behaviors. The 168 participants in the workshop before implementation did not significantly differ from the other 361 teachers in their use of materials. These participants were selected on the basis of availability and representation from each school. On a questionnaire they indicated a very high level of satisfaction with the workshop. The 128 participants in a second workshop during the summer following the first year of implementation made significantly greater use of the materials.
A study of the concerns of science teachers regarding an implementation of ISCS
Authors: James Robert K. , Hall Gene
Published: October 2006

The federal government has responded to public interest in science education by supporting the development of science curricula, but a 1978 survey reports a low extent of actual use. A conceptual model which provides insight into the individual concerns that teachers adopting a new program might express was employed in a study of science teachers adopting ISCS. Recommendations for implementations, based on study findings are: Strategies for implementation should be correlated to concerns and should change as concerns shift; training in skills should be graduated and continuous; personal support is essential; and, furthermore, evaluation of effects should be delayed until early teacher concerns have been resolved. The concerns concept seems a promising tool for understanding critical problems of an adoption process. It can be useful in guiding the implementation of educational innovations by helping to alleviate trauma individuals face when confronted with such change.