bluuebunny/crossref_metadata_2025 huggingface dataset:
Elementary science textbooks: Their contents, text characteristics, and comprehensibility
Authors: Meyer Linda A. , Crummey Lorraine , Greer Eunice A.
Published: October 2006

The purpose of this article is to present findings from a systematic analysis of elementary‐school science textbooks. Comparisons of content domains and vocabulary are presented for the Merrill (1982) and Silver‐Burdett (1985) science programs, grades 1–5 as well as the fourth‐grade Holt (1980) and fifth‐grade McGraw‐Hill (1974) texts. Analyses of how each publisher presents information, types of questions, and various text characteristics reveal striking differences between programs. Systematic comparisons of content domains between programs also reveal few instances of “inconsiderate” texts. The textbooks analyzed were selected because they are used in the three school districts participating in our longitudinal study. Results are discussed in light of the differences found between programs regarding textbook content and opportunity to learn, the greater amounts of text and activities within each program, and teachers' probable uses of textbooks, the long‐term results of students' exposure to various textbooks, and the need for careful examination of materials in order to determine their quality.
The determinants of female junior high school students' intentions to enroll in elective physical science courses in high school: Testing the applicability of the theory of reasoned action
Authors: Koballa Thomas R.
Published: October 2006

Data were collected from female junior high school students (N=94) to identify the determinants of their intentions to enroll in at least one elective physical science course (e.g., physical science, chemistry physics) in high school. The model used in the study was Fishbein and Ajzen's Theory of Reasoned Action. According to the model it is supposed that the intention to perform a certain behavior is a function of the weighted attitude toward performing the behavior and the weighted subjective norm. The effects of external variables (e.g., science grades, academic ability) on females' intentions to enroll in at least one elective physical science course in high school are mediated by the model's theoretical constructs. The findings provide support for several hypotheses derived from the model. The females' intentions to enroll in at least one elective physical science course in high school were found to be a function of both attitude toward performing the behavior and subjective norm. Attitude toward performing the behavior and subjective norm, in combination, were found to predict behavioral intention with a high degree of accuracy. Attitude toward performing the behavior was also found to carry more weight than subjective norm in the multiple regression on behavioral intention. In contrast, academic ability, science grades, and attitude toward science failed to predict behavioral intentions, just as they were unrelated to the females' attitudes toward performing the behavior and subjective norms.
Predicting course performance in freshman and sophomore physics courses: Women are more predictable than men
Authors: McCammon Susan , Golden Jeannie , Wuensch Karl L.
Published: October 2006

This study investigated the extent to which thinking skills and mathematical competency would predict the course performance of freshman and sophomore science majors enrolled in physics courses. Multiple‐regression equations revealed that algebra and critical thinking skills were the best overall predictors across several physics courses. Although arithmetic skills, math anxiety, and primary mental abilities scores also correlated with performance, they were redundant with the algebra and critical thinking. The most surprising finding of the study was the differential validity by sex; predictor variables were successful in predicting course performance for women but not for men.
Expert and novice solutions of genetic pedigree problems
Authors: Hackling Mark W , Lawrence Jeanette A
Published: October 2006

This study compared the problem‐solving performance of university genetics professors and genetics students, and therefore fits the expert versus novice paradigm. The subjects solved three genetic pedigree problems. Data were gathered using standard think‐aloud protocol procedures. Although the experts did not differ from the novices in terms of the number of correct solutions obtained, there were significant differences favoring the experts in terms of the completeness and conclusiveness of the solutions. The experts identified more critical cues in the pedigrees which were used to generate and test hypotheses, they tested more hypotheses by assigning genotypes to individuals in the pedigrees, and were more rigorous than the novices in the falsification of alternative hypotheses. The experts varied their problem‐solving strategy to suit the particular conditions of problems involving rare or common traits. Novices did nor recognize the need to make such modifications to their strategies.
Formal reasoning ability and misconceptions concerning genetics and natural selection
Authors: Lawson Anton E. , Thompson Lois D.
Published: October 2006

Students often hold misconceptions about natural phenomena. To overcome misconceptions students must become aware of the scientific conceptions, the evidence that bears on the validity of their misconceptions and the scientific conceptions, and they must be able to generate the logical relationships among the evidence and alternative conceptions. Because formal operational reasoning patterns are necessary to generate these logical relationships, it was predicted that, following instruction, formal operational students would hold significantly fewer misconceptions than their concrete operational classmates. To test this hypothesis 131 seventh‐grade students were administered an essay test on principles of genetics and natural selection following instruction. Responses were categorized in terms of the number of misconceptions present. The number of misconceptions was compared to reasoning ability (concrete, transitional, formal), mental capacity (<6, 6, 7), verbal intelligence (low, medium, high), and cognitive style (field dependent, intermediate, field independent). The only student variable consistently and significantly related to the number of misconceptions was reasoning ability; thus, support for the major hypothesis of the study was obtained.
The influence of cognitive reasoning level, cognitive restructuring ability, disembedding ability, working memory capacity, and prior knowledge on students' performance on balancing equations by inspection
Authors: Staver John R. , Jacks Tom
Published: October 2006

Eighty‐three (83) high school chemistry students were administered tests of cognitive reasoning level, cognitive restructuring ability, disembedding ability, working memory capacity, and prior knowledge before a learning segment on balancing chemical equations by inspection. After a four‐day instructional segment utilizing direct teaching methodology, participants were given a posttest on balancing equations. Initial regression analysis indicated that a multicollinearity problem existed. Factor analysis and correlational data indicated that the reasoning, restructuring, and disembedding variables could be collapsed and redefined as a single restructuring variable. A hierarchial regression analysis was then performed, and the following conclusions were derived: (1) when prior knowledge alone is considered, students' understanding of chemical formulas significantly (p < 0.05) influences overall equation balancing performance; (2) when prior knowledge, restructuring, and working memory are considered, only restructuring ability significantly (p < 0.05) influences overall performance; (3) working memory capacity does not significantly (p < 0.05) influence overall performance but does on certain posttest items; (4) prior knowledge and restructuring ability also significantly (p < 0.05) influence performance on certain posttest items. Discussion includes the rationale for identifying the collapsed variable as restructuring and the absence of working memory capacity as a significant influence on overall performance.
Induced in incorrect generalizations leading to misconceptions—an exploratory investigation about the laws of reflection of light
Authors: Mohapatra J. K.
Published: October 2006

The phenomena of induced incorrect generalization (IIG) as a generative cause for the formation of a misconception among a group of pupils is identified. In the process of learning the laws of reflection of light the effect of IIG is discussed through an exploratory experiment. Strategies are suggested to eliminate the formation of such IIG in a classroom situation.
Student attitudes toward science and sciencerelated careers: A program designed to promote a stimulating gender‐free learning environment
Authors: Mason Cheryl L. , Kahle Jane Butler
Published: October 2006

A project designed to foster the full and fair participation of girls in high‐school science classes addressed obstacles, both perceived and actual, to equal participation. In order to modify existing classroom techniques and environments, a Teacher Intervention Program was designed. By means of a workshop and periodic personal communications, teachers were sensitized to the importance of a stimulating, gender‐free learning environment. In addition, they were presented with a variety of methods and materials which had been shown to encourage girls in science. Twelve teachers, who were selected randomly, taught in diverse communities throughout one Midwestern state. The subjects tested were students in 24 general biology classes taught by the 12 teachers. Although both qualitative and quantitative measures were used during the research, only the quantitative results are discussed in this paper. Using ANOVA's, treatment group by student sex, a comparison of the mean scores was made for all students, as well as for all females and for all males. The results indicated that the experimental group, compared to the control group, had significantly higher mean scores on tests of attitudes toward science, perceptions of science, extracurricular science activities, and interest in a science‐related career.
Interaction between examination type, anxiety state, and academic achievement in college science; an action‐oriented research
Authors: Zoller Uri , Ben‐Chaim David
Published: October 2006

The trait anxiety profile of future science teachers, as well as their preferences concerning types of examinations in science and mathematics, have been surveyed prior to the administration—within the various science courses—of several traditional and nontraditional types of examinations and the assessment of students' state anxieties as well as their respective performance, i.e., their academic achievements. Our major findings are that

Our students prefer by far examinations in which the emphasis is on understanding and analyzing rather than on knowing and “remembering,” that the use of any relevant material during the examinations be permitted, and that the time duration be practically unlimited (e.g., “take‐home”–type examinations).

Students' state anxiety correlates with the type of the examination, with a tendency towards somewhat higher anxiety for females. The preferred types of examinations reduce test anxiety significantly, and result in higher grades accordingly.

The reduction of anxiety and the improvement in achievements as a function of the examination type are far more significant for low achievers compared with medium and high achievers.

Although teachers are aware of the student preferences, they persist in giving their students their own “pet”‐type examinations.

These results are discussed in terms of the implications for upgrading both science education and college student testing and assessment mechanisms.
The effects of hands‐on and teacher demonstration laboratory methods on science achievement in relation to reasoning ability and prior knowledge
Authors: Glasson George E.
Published: October 2006

The present study compared the relative effects of hands‐on and teacher demonstration laboratory methods on declarative knowledge (factual and conceptual) and procedural knowledge (problem‐solving) achievement. Of particular interest were (a) whether these relationships vary as a function of reasoning ability and (b) whether prior knowledge and reasoning ability predict student achievement. Ninth‐grade physical science students were randomly assigned to classes taught by either a hands‐on or a teacher demonstration laboratory method. Students' reasoning ability and prior knowledge of science were assessed prior to the instruction. The two instructional methods resulted in equal declarative knowledge achievement. However, students in the hands‐on laboratory class performed significantly better on the procedural knowledge test than did students in the teacher demonstration class. These results were unrelated to reasoning ability. Prior knowledge significantly predicted performance on the declarative knowledge test. Both reasoning ability and prior knowledge significantly predicted performance on the procedural knowledge test, with reasoning ability being the stronger predictor.
Promoting wildlife education through exhibits
Authors: Adams Clark E. , Thomas John K. , Lin Pei‐Chien , Weiser Brenda
Published: October 2006

This study measured the educational value of exhibitry as a method of transferring wildlife information to high school students. Two schools with similar student body profiles were selected and randomly assigned control and experimental group statuses. Pretests measured students' identification and natural history knowledge of 16 mammals. Eight animals were exhibited as a consequence of having low‐knowledge scores among students. ANOVA comparisons were conducted among three groups: control (N = 203), experimental viewers (N = 172), and experimental nonviewers (N = 96) of the exhibit. Test results indicated that the passive exhibitry technique produced significant increases in the wildlife knowledge of students who viewed the exhibit. However, no significant change was detected in the test scores of the control group and those experimental students who did not view the exhibit. Several recommendations are provided on classroom teacher opportunities to promote wildlife education through in‐school exhibits developed in cooperation with wildlife‐related agencies.
The effectiveness of a computer‐assisted instruction package in high school chemistry
Authors: Wainwright Camille L.
Published: October 2006

The attributes of a commercial microcomputer software package were evaluated as a supplement to traditional instruction in general chemistry classes in a suburban public high school. During a unit of study of writing and naming formulas and balancing chemical equations, the experimental group received reinforcement via microcomputer while the control group used parallel worksheet exercises over a period of three weeks for concept reinforcement. Analysis of achievement scores indicated significantly higher scores among the students in the control group. In order to ascertain any possible differential effects favoring either method for students at varying cognitive development levels, the study investigated the relationship between treatment (CAI versus worksheet) and development stage; no significant interactions were discovered.
Interest in biology. Part I: A multidimensional construct
Authors: Gardner Paul L. , Tamir Pinchas
Published: October 2006

Interest in a school subject (e.g., biology) is conceptualized in terms of three components: topics, activities, and motives, each of which has several dimensions. In this study, seven instruments were developed and administered to grade‐10 biology students in Israel. Factor analysis provided support for the conceptualization which underlies the development of the instruments. Topic dimensions included biochemical processes, nonhuman organisms, human biology, personal hygiene, and practical applications; the activity dimensions were experiential learning, reception learning, writing/summarizing and group discussion; motives included environmental issues, moral issues, examination success, personal independence, problem solving, and four career dimensions (research, high‐status professions, lower‐status careers, “woodsy‐birdsy” careers). In an analysis described in Part II of this paper, the students were classified into four groups on the basis of their grade‐11 subject enrollment intentions: H (high‐level biology), L (low‐level biology), P (physical science), and N (no science). Zero‐order and multiple correlations were found between interest and other variables and membership/nonmembership of the four groups. Students in Group H were characterized by higher achievement in year‐10 biology, higher levels of enjoyment of biology, career orientations towards research or high‐status biology‐based professions, greater interest in various biology topics, especially reproduction/cell division/genetics, and a greater tendency to regard the Bagrut (grade‐12) examination as interesting. Students in Group N displayed lower levels of interest in various topics (especially the microscope, plants, and reproduction), were less motivated to solve problems, had poorer grades in biology (and chemistry), were less likely to perceive biology as useful, were less likely to regard the Bagrut examination as fair, and were less likely to be interested in social modes of learning. There were few associations between interest variables and membership in Groups L or P.
Social critique or social control: Some problems for evaluation in environmental education
Authors: Robottom Ian
Published: October 2006

Environmental education is often thought of as the branch of science education whose field of inquiry encompasses those necessarily value‐laden issues of human intervention in the natural world. While this perception would be contested by those who see the origins of environmental education lying in the sociopolitical arena of community concerns about exploitation of the environment, it is true to say that environmental education and science education are commonly associated in ways that other disciplines are not, and thus it is perhaps to be expected that the dominant paradigm of evaluation in environmental education should be applied science in character. This article raises the issue of the appropriateness of applied science approaches to evaluation in environmental education. The article begins with a critique of applied science approaches to evaluation, drawing arguments from the broader field of educational evaluation. The relationship between characteristics of applied science approaches to evaluation on the one hand and the special characteristics of environmental education on the other is then explored, and the article concludes with an argument for a deliberative choice of research paradigm in environmental education.
An analysis of global problem issues in sixth‐and seventh‐grade textbooks
Authors: Hamm Mary , Adams Dennis
Published: October 2006

The study examines the extent to which the global issues of population growth, world hunger, air quality and atmosphere, and water resources were treated in sixth‐ and seventh‐grade science textbooks. Ten textbooks were examined by five raters to determine the amount of content presented by different textbooks on global issues, the number of pages of content devoted to each issue, and the degree of depth in which issues were treated. Differences between grade levels were also explored. Of the 4,393 pages of content analyzed, less than 2 percent was devoted to these issues identified as the most serious human problems. No significant differences were found between textbook series. Significant differences were found in the number of pages of content presented on each issue. Most of the content fell into the categories of water resources, population growth, air quality, and atmosphere. The issue of war technology had the least amount of content. Distribution of content did not vary by grade level. Both levels addressed the issues of population growth, air quality, and water resources with a greater degree of depth than the issue of world hunger or war technology. The study concludes that the most widely used textbooks at the sixth‐ and seventh‐grade levels avoid serious discussion of major global problems. And like the career indecision of a recent Miss America contestant, purchasers don't seem to be able to decide whether they want science textbooks to be “a brain surgeon or a movie actress.” Implications stemming from this dichotomy and its relationship to future science education curricular are also explored.
Selected factors associated with achievement of biology preparatory students and their follow‐up to higher level biology courses
Authors: Biermann Carol A. , Sarinsky Gary B.
Published: October 2006

This study was undertaken to determine whether a biology preparatory course given at an urban community college was helping students to develop the proper skills and background necessary for them to successfully complete follow‐up courses in biology. A group of students who enrolled in a biology preparatory course, and subsequently, a follow‐up anatomy and physiology or general biology course (experimental group) was compared to a group of students who should have registered for the preparatory course, but who enrolled directly into the anatomy and physiology or general biology course (control group). It was shown that there was no significant difference in their anatomy and physiology or general biology grades. Furthermore, only 16% of the initial group of preparatory students enrolled in and passed a follow‐up biology course. Examination of the preparatory group using discriminant analysis ascertained that mathematics score was the principle discriminator between pass/fail groups. A stepwise multiple regression analysis of the variables explaining the preparatory grade showed that mathematics score, reading score, and type of high school degree explained 33% of the variance. Of the students who did pass the preparatory course and enrolled in a follow‐up biology class, their preparatory grade was a good predictor of their achievement (measured by follow‐up course grade), as determined by multiple regression.
Developing and validating science education videodiscs
Authors: Hofmeister Alan M. , Engelmann Siegfried , Carnine Douglas
Published: October 2006

The development of videodiscs for science instruction in public schools requires a recognition of the unique characteristics of the public school environment and a sensitivity to the persistent problems associated with science instruction. This report discusses the conceptualization, development, and formative evaluation of a series of science education videodiscs. The discs were designed to enhance the efforts of teachers working in both individual and group instructional settings. In presenting the content, particular attention was given to the “effective instruction” research literature and more subject‐matter–specific problems such as those associated with the use of terminology and the fragmentation of information. The formative data indicated that videodisc programs can enhance the effectiveness of teachers and substantively impact student achievement and attitudes.
Still waters run deep
Authors: Sabar Naama , Levin Tamar
Published: October 2006

This study aims to compare girls' performance with that of their boy peers, in a special program called a “research class.” Eighteen eleventh‐grade students who excelled in math and science volunteered for a special research class in biology. The program consisted of three supplemental hours of biology per week at school, plus one full day per week at a research institute. At the institute the students were required to conduct individual research projects under the guidance of a scientist as well as the supervision of their biology teacher. The data about the participating students was collected through qualitative methods. Nonparticipant observations were conducted, primarily in the classroom and less frequently at the research institute, over a long period of time. These observations yielded information regarding each gender's quality of work. Following these observations, all of the participating adults and students were interviewed, and questionnaires were completed by the students. The main findings of the study indicated that the boys were significantly more active in classroom discussions than were the girls. This observation was reconfirmed by an analysis of verbal interventions in classroom discussions. However, in both the teacher's evaluation and the students' self‐evaluation of their achievements, the girls' ratings were at least as high as the boys, with an average of 9 on a scale of 10. Moreover, the scientists indicated in their evaluations that the girls exhibited ability, intellectual curiosity, and a sense of responsibility, and were definately as able as were the boys. In other words, the vociferous monopoly of the boys during classroom discussion turns out to be relatively insignificant when examining the more covert qualities of the participating male and female students.
The effect of teachers' language on students' conceptions of the nature of science
Authors: Zeidler Dana L. , Lederman Norman G.
Published: October 2006

Conveying an adequate conception of the nature of science to students is implicit in the border context of what has come to be known as scientific literacy. However, it has previously been demonstrated that possession of valid conceptions of the nature of science does not necessarily result in the performance of those teaching behaviors that are related to improved student conceptions. The present study examines the possibility that the language teachers use to communicate science content may provide the context (Realist or Instrumentalist orientations) in which students come to formulate a world view of science. Eighteen high school biology teachers and one randomly selected class from each of their sections (n = 409 students) were administered pre‐ and posttests at the beginning and end of the fall term using the Nature of Scientific Knowledge Scale (NSKS). Composite scores of the student changes on the Testable, Developmental, and Creative subscales were used to compare those six classes that exhibited the greatest change with those six classes that had the least change on the NSKS. Intensive qualitative observations of each teacher were also conducted over the fall semester, resulting in complete transcripts of teacher‐student interactions. Qualitative comparisons of classes with respect to six variables related to Realist and Instrumentalist conceptions of the nature of science were conducted. TEACHERS' ordinary language in the presentation of subject matter was found to have significant impact on students' conceptions of the nature of science. These variables represented different contexts (Realist‐Instrumental) teachers used to express themselves, scientific information, and concepts. Determining the extent to which TEACHERS' language has an impact on changes in students' conception of the nature of science has direct bearing on all preservice and inservice science teacher education programs.
Gender‐related differences in reasoning skills and learning interests of junior high school students
Authors: Shemesh Michal
Published: October 2006

The purpose of this study was to investigate gender‐related differences in the relationship between the development of formal reasoning skills and learning interests during the early adolescent stage. For this purpose, 249 students, from seventh to ninth grade, were assessed for their level of mastery of formal reasoning skills by a test based on videotaped simple experiments. Learning interests were assessed by a written response to an open question. Results showed that adolescent boys develop patterns of formal reasoning before their girl classmates. In addition, boys tend to prefer science and technology subjects, while girls tend to prefer language, social studies, and humanities. Analysis of interactions showed that boys' tendency toward science and technology is positively correlated to their age and development of formal reasoning, while girls' tendency to the above subjects is positively related to their development of formal reasoning capacity, but inversely related to their age. Possible explanations to the above‐described findings and suggestions for instructional modes that may increase girls' interest in science and technology are discussed.
Methodological limitations for the use of expert systems techniques in science education research
Authors: Willson Victor L.
Published: October 2006

The use of the expert‐novice technique in science education is examined critically. Four techniques that have been associated with expert‐novice investigations are discussed with respect to their methodological limitations: intact groups comparisons, think‐aloud procedure, retrospective studies, and naturalistic inquiries. All four, it is suggested, have serious limitations in their capability to inform instructional research. It is argued that experimental design is still the most appropriate method of use in assigning cause in instructional research involving novices and change in novices. Another question is raised regarding the appropriate target populations for expert‐novice research, and it is suggested that the concept of competence should be substituted for expertise. Appropriate populations under this construct are students who have moved from novice to competence.
Attitude and behavior are correlates
Authors: Shrigley Robert L.
Published: October 2006

Science attitude scales can be expected to predict science‐related behavior. But A‐B correspondence can seldom be expected to approach the r value of 1.00. Attitude and behavior covary to the degree that valid measurement and mediating variables are considered: Individual differences of subjects (e.g., high versus low self‐monitoring); the social situation (e.g., direct experience); cognitive factors (e.g., attitude accessibility in memory). Attitude and behavior are reciprocal; that is, attitude can follow behavior. Variables other than attitude, e.g., behavioral intention, previous behavior, and habit, may under some conditions better predict behavior. Also, a viable alternative to attitude testing may be direct appraisal of some science classroom behaviors through ethnomethodology.
On the concept “chemical equilibrium”: The associative framework
Authors: Gussarsky Esther , Gorodetsky Malka
Published: October 2006

Word associations were used to map the conception of high school students concerning the concepts “chemical equilibrium” and “equilibrium.” It was found that the preconception of the two concepts was differentiated on noncritical dimensions; “equilibrium” being associated with everyday life experiences and “chemical equilibrium” with general chemical concepts. After studying the subject of chemical equilibrium at school the two concepts merged towards one, i.e., becoming synonymous. This can provide an explanation for misconceptions associated with chemical equilibrium via the transfer of static attributes from “equilibrium” to the dynamic “chemical equilibrium”.
Interaction of intuitive physics with computer‐simulated physics
Authors: Flick Lawrence B.
Published: October 2006

How do children solve force and motion problems in computer simulations without explicit knowledge of the underlying physics? This question was addressed by saving the keystroke input of 19 sixth‐grade children in computer memory as each interacted with a simulated, frictionless object using Logo turtle‐graphics. The keystroke sequences were first used to determine subject performance on the gamelike features of the simulation. A second analysis used the Newtonian structure of the program to investigate alternative methods for controlling turtle velocity. Five boys and five girls were interviewed during the simulation concerning the perceived relationship between keyboard input and turtle behavior. Subjects who could clearly state some keyboard effects did not score high on either computer analysis, yet achieved the most general solutions of the computer problem. They did so by exploring turtle behavior under a greater variety of conditions than the subjects who achieved partial solutions. For the successful subjects, the turtle was related by analogy to useful information from existing conceptions of motion.
Student conceptions of natural selection and its role in evolution
Authors: Bishop Beth A. , Anderson Charles W.
Published: October 2006

Pretests and posttests on the topic of evolution by natural selection were administered to students in a college nonmajors' biology course. Analysis of test responses revealed that most students understood evolution as a process in which species respond to environmental conditions by changing gradually over time. Student thinking differed from accepted biological theory in that (a) changes in traits were attributed to a need‐driven adaptive process rather than random genetic mutation and sexual recombination, (b) no role was assigned to variation on traits within a population or differences in reproductive success, and (c) traits were seen as gradually changing in all members of a population. Although students had taken an average of 1.9 years of previous biology courses, performance on the pretest was uniformly low. There was no relationship between the amount of previous biology taken and either pretest or posttest performance. Belief in the truthfulness of evolutionary theory was also unrelated to either pretest or posttest performance. Course instruction using specially designed materials was moderately successful in improving students' understanding of the evolutionary process.
Establishing an epistemological base for science teaching in the light of contemporary notions of the nature of science and of how children learn science
Authors: Cleminson Andrew
Published: October 2006

The quality of science education is a pervasive concern in educational improvement efforts. This article examines two aspects of science education that have been identified as being of concern: Is the material presented in science classrooms representative of science “as it really is” and, secondly, what is the bearing of notions of “children's science” on curriculum reform? A review of the literature in both areas shows that educational theory has, so far, had little effect on classroom practice. An attempt is made to synthesize contemporary views on the tentative nature of science with a generative model of learning in science in order to establish a common epistemological base which could be used as a template for curriculum reform efforts.
Comprehension evaluation and regulation in learning from science texts
Authors: Otero Jose C. , Campanario Juan M.
Published: October 2006

Metacognitive variables influence students' learning from science texts. This article deals with the comprehension monitoring abilities of secondary school science students, one of the areas of metacognition which has drawn considerable attention from researchers. The aims of the study are, in particular: (a) to know the extent to which comprehension is monitored by secondary science students as revealed by inconsistency detection in manipulated science texts, and (b) to identify the strategies used to regulate comprehension by the students who detect the inconsistencies. The results indicate that knowing that one understands or fails to understand science texts could be as important a problem as understanding proper. Besides, some incorrect regulatory strategies used by students who notice the inconsistencies in the texts are identified. These could also have an annoying influence in the regulatory behavior of students when studying regular science texts.
Teachers' perceptions of the effects of a scientific literary course on subsequent learning in biology
Authors: Baker Dale R. , Piburn Michael D. , Piburn Michael D.
Published: October 2006

Five teachers were interviewed as to their perceptions of the effect of an intervention to teach scientific literacy on learning in subsequent biology courses. The sample consisted of 450 students who had a literacy course in ninth grade and had completed tenth‐grade biology. At the end of the academic year the biology teachers were interviewed and asked to compare the biology students who had the literacy course to students they had taught in earlier years. The biology teachers concluded that the literacy course did have an effect on students' subsequent ability to learn biology. The strength of the effect varied according to level of biology. Students had a better understanding of the nature of science and better laboratory and process skills. They were also better at analyzing data. The advanced and intermediate biology students were more creative, more likely to take risks, and engage in hypothetical thinking than other groups of students that the teachers had taught. Although the purpose of the literacy course was to teach literacy skills the advanced students retained a substantial amount of content material that was applicable to biology.
The rejection of nonscientific beliefs about life: Effects of instruction and reasoning skills
Authors: Lawson Anton E. , Weser John
Published: October 2006

Nine hundred fifty‐four students in a large university nonmajors biology course were pretested to determine the extent to which they held nonscientific beliefs in creationism, orthogenesis, the soul, nonreductionism, vitalism, teleology, and nonemergentism. To test the hypothesis that hypothetico‐deductive reasoning skills facilitate movement away from nonscientific beliefs, the degree to which those nonscientific beliefs were initially held and the degree to which they were modified during instruction were compared to student reasoning level (intuitive, transitional, reflective). As predicted, the results showed that the less skilled reasoners were more likely to initially hold the nonscientific beliefs and were less likely to change those beliefs during instruction. It was also discovered that less skilled reasoners were less likely to be strongly committed to the scientific beliefs.
Effects of conceptual systems and instructional methods on general chemistry laboratory achievement
Authors: Jackman Lance E. , Moellenberg Wayne P. , Brabson G. Dana
Published: October 2006

Conceptual systems theory predicts four system orientations. System 1 individuals are highly concrete in their reasoning ability and beliefs. System 2 individuals are strongly negative toward authority and institutions and tend to be autonomous and rebellious. System 3 individuals are more abstract than System 1 or System 2 individuals and have strong need to maintain secure relationships. System 4 individuals have the most abstract, flexible, and open‐minded orientation and have an analytical approach to problem solving. Conceptual systems orientations of subjects taking a general chemistry laboratory were determined using the “This I Believe” test. Subjects were classified into Systems 1, 2, 3, 4, or admixtures. Laboratory sections were assigned randomly to three instructional methods (traditional approach, learning cycle, computer simulation) for teaching a three‐hour laboratory covering spectrophotometry principles. Factorial analysis of covariance indicated no significant conceptual system by instructional method interaction. The main effect for conceptual system was significant, and pairwise comparisons of adjusted mean posttest scores indicated that System 4 subjects as well as System 3 subjects scored significantly higher than System 1 subjects. There was no significant difference in scores between System 4 and System 3 individuals. Conceptual systems orientation is an attribute variable that may influence chemistry learning.
The development of a science process assessment for fourth‐grade students
Authors: Smith Kathleen A. , Welliver Paul W.
Published: October 2006

In this study, a multiple‐choice test entitled the Science Process Assessment was developed to measure the science process skills of students in grade four. Based on the Recommended Science Competency Continuum for Grades K to 6 for Pennsylvania Schools, this instrument measured the skills of (1) observing, (2) classifying, (3) inferring, (4) predicting, (5) measuring, (6) communicating, (7) using space/time relations, (8) defining operationally, (9) formulating hypotheses, (10) experimenting, (11) recognizing variables, (12) interpreting data, and (13) formulating models. To prepare the instrument, classroom teachers and science educators were invited to participate in two science education workshops designed to develop an item bank of test questions applicable to measuring process skill learning. Participants formed “writing teams” and generated 65 test items representing the 13 process skills. After a comprehensive group critique of each item, 61 items were identified for inclusion into the Science Process Assessment item bank. To establish content validity, the item bank was submitted to a select panel of science educators for the purpose of judging item acceptability. This analysis yielded 55 acceptable test items and produced the Science Process Assessment, Pilot 1. Pilot 1 was administered to 184 fourth‐grade students. Students were given a copy of the test booklet; teachers read each test aloud to the students. Upon completion of this first administration, data from the item analysis yielded a reliability coefficient of 0.73. Subsequently, 40 test items were identified for the Science Process Assessment, Pilot 2. Using the test‐retest method, the Science Process Assessment, Pilot 2 (Test 1 and Test 2) was administered to 113 fourth‐grade students. Reliability coefficients of 0.80 and 0.82, respectively, were ascertained. The correlation between Test 1 and Test 2 was 0.77. The results of this study indicate that (1) the Science Process Assessment, Pilot 2, is a valid and reliable instrument applicable to measuring the science process skills of students in grade four, (2) using educational workshops as a means of developing item banks of test questions is viable and productive in the test development process, and (3) involving classroom teachers and science educators in the test development process is educationally efficient and effective.
The effect of simultaneous motion presentation and graph generation in a kinematics lab
Authors: Beichner Robert J.
Published: October 2006

Real‐time microcomputer‐based Lab (MBL) experiments allow students to “see” and, at least in kinematics exercises, “feel” the connection between a physical event and its graphical representation. In Brasell's (1987) examination of the sonic ranger MBL, a delay of graphing by only 20 seconds diminished the impact of the MBL exercises. This article describes a study where kinesthetic feedback was completely removed by only giving students visual replications of a motion situation. Graph production was synchronized with motion reanimation so that students still saw a moving object and its kinematics graph simultaneously. Results indicate that this technique did not have a substantial educational advantage over traditional instruction. Since Brasell and others have demonstrated the superiority of microcomputer‐based labs, this may indicate that visual juxtaposition is not the relevant variable producing the educational impact of real‐time MBL. Immediate student control of the physical event and its graphical representation might be what makes MBL effective and, in the case of kinematics laboratories, kinesthetic feedback could be the most important component of the MBL learning experience. Further studies are needed in order to clarify this point.
Gender differences in teacher‐student interactions in science classrooms
Authors: Jones M. Gail , Wheatley Jack
Published: October 2006

Thirty physical science and 30 chemistry classes, which contained a total of 1332 students, were observed using the Brophy‐Good Teacher‐Child Dyadic Interaction System. Classroom interactions were examined for gender differences that may contribute to the underrepresentation of women in physics and engineering courses and subsequent careers. The Brophy‐Good coding process allows for examination of patterns of interactions for individuals and groups of pupils. An analysis of variance of the data yielded a significant main effect for teacher praise, call outs, procedural questions, and behavioral warnings based on the sex of the student and a significant teacher‐sex main effect for direct questions. Significant two‐way interactions were found for the behavioral warning variable for teacher sex and subject by student sex. Female teachers warned male students significantly more than female students. Male teachers warned both genders with similar frequency. Male students also received significantly more behavioral warnings in physical science classes than female students. In chemistry classes, both male and female students received approximately the same number of behavioral warnings.
The logic of university students' misunderstanding of natural selection
Authors: Greene Edgar D.
Published: October 2006

Misunderstanding of the idea of evolution (natural selection) was assumed to occur because students were basing their explanations on the following mistaken assumptions: (1) variations in a population have little importance in its change process; (2) when nature changes, it is not at random. From these assumptions, hypotheses were developed and tested by analyzing the responses of 322 university sophomores (education majors) on an evolution problem “How could the bat have evolved wings?”. A classification system that was developed required judgments on whether a population or typological focus was used, whether the change process was open or closed to environmental information and how the selection process functioned. The contention that misunderstanding is logical was supported by acceptance of the following hypotheses: (1) students adopting a population focus also used a closed‐change process; (2) students seeing change as more directed used less functional selection processes, with one exception; (3) students using acquired traits did not use a functional idea of selection.
Reasoning about logical propositions and success in science
Authors: Piburn Michael D.
Published: October 2006

Students display a number of misconceptions when asked to reason about logical propositions. Rather than being random, these misconceptions are stereotypic, and relate to age, ability, and success in science. The grades in science achieved by tenth‐grade general science students from two parochial single‐sex schools in Australia correlated with their scores on the Propositional Logic Test. The students' ability level was consistently related to the pattern of errors they committed on that measure. Mean scores were lowest on a subtest of ability to use the biconditional and implication, higher on the disjunction, and highest on the conjunction. Success in science was predicted most strongly by the disjunction and biconditional subtests. Knowledge of the way in which a person reasons about logical propositions provides additional insights into the transformations information is subjected to as it is integrated into mental schemata.