bluuebunny/crossref_metadata_2025_split huggingface dataset:
A meta‐analysis of research on science teacher education practices associated with inquiry strategy
Authors: Sweitzer Gary L. , Anderson Ronald D. 
Published: October 2006

AbstractA meta‐analysis was conducted of studies of teacher education having as measured outcomes one or more variables associated with inquiry teaching. Inquiry addresses those teacher behaviors that facilitate student acquisition of concepts and processes through strategies such as problem solving, uses of evidence, logical and analytical reasoning, clarification of values, and decision making. Studies which contained sufficient data for the calculation of an effect size were coded for 114 variables. These variables were divided into the following six major categories: study information and design characteristics, teacher and teacher trainee characteristics, student characteristics, treatment description, outcome description, and effect size calculation. A total of 68 studies resulting in 177 effect size calculations were coded. Mean effect sizes broken across selected variables were calculated.
Science teacher characteristics by teacher behavior and by student outcome: A meta‐analysis of research
Authors: Druva Cynthia Ann , Anderson Ronald D. 
Published: October 2006

AbstractA meta‐analysis was conducted of studies which addressed characteristics (gender, course‐work, IQ, etc.) as the independent factor, and: (1) their teaching behavior in the classroom (questioning behavior, teaching orientation, etc.); and (2) student outcome characteristics (achievement, attitude toward science, etc.) as the two dependent factors. The population under study was science classes, ranging from kindergarten through twelfth grade, located in the United States, and the teachers of these classes. The studies integrated were reported in dissertations, journal articles, and other forms. Relationship data obtained from the studies were converted to Pearson product moment correlations. In general, quite low relationships were found between teacher background characteristics and (1) their touching behavior in the classroom and (2) student outcome characteristics. Summary tables showing the relationships are presented along with discussion of the strongest relationships.
Consistency across methods of observativn‐an in‐depth study of the cognitive preference test
Authors: Jungwirth Ehud 
Published: October 2006

AbstractIf the same constructs embedded in different tests result in parallel or identical score patterns and high intercorrelations, this can be taken as evidence of construct validity. If results do not converge across instruments and/or response formats, this can be taken as evidence of lack of construct validity and/or impurity of the test as indicator of the constructs. In this study two response formats as well as a request for reasons‐for‐choices of the traditional Cognitive Preference Test (CPT), and an association (open‐ended) CPT, were used in order to test for consistency across methods of observation on both the individual and the populational levels. Convergence of results was found to be minimal. None of the hypotheses was confirmed. It was concluded that construct validation of CPT constructs had not yet reached the state of unequivocality necessary for their application in curriculum research.
A comparison of personality attributes of science teachers and medical technologists
Authors: Kazi M. U. , Piper Martha K. 
Published: October 2006

AbstractUndergraduate students who major in science make diverse career choices. Two such career choices are medical technologists and science teachers. One possible reason for science majors selecting different career choices might be attributed to varied personality dimensions. The purpose of this study was to identify a set of personality attributes that distinguish practicing medical technologists from practicing science teachers. The subjects of this study consisted of 83 medical technologists and 57 science teachers. Eysenck Personality (EPI) was utilized to investigate the personality attributes of subjects in terms of Eysenck's personality variable of Extroversion‐Introversion and Neuroticism‐Stability. Vocational Preference Inventory was utilized to investigate the vocational personality profile of subjects in terms of Holland's classification of occupations and work environment. Data with EPI revealed that there was no significant difference between medical technologists and science teachers with respect to Eysenck's personality variable of extroversion. However, there was found a significant difference between the two groups with respect to Eysenck's personality variable of neuroticism. Data with VPI revealed that there was no significant difference between medical technologists and science teachers with respect to Eysenck's personality variable of extroversion. Both the groups were characterized by the personality profile of IAS (Intellectual‐Artistic‐Social). This profile was different from that required earlier in literature.
The influence of classroom climate on science process and content achievement of community college students
Authors: Haukoos Gerry D. , Penick John E. 
Published: October 2006

AbstractThe effect of two specific classroom climates on learning of science process skills and content achievement in college level science classes was studied. Two classroom climates were established and designated as discovery classroom climate (DCC) and nondiscovery classroom climate (NDCC). The term discovery denotes the degree of freedom the teacher established in classroom interactions, both verbal and nonverbal. Verbal interactions were monitored with the Science Laboratory Interaction Categories. These data indicate that students in the two classroom climates achieved equally as well on learning of biological content of the course, but students in the discovery classroom climate achieved significantly higher scores in science process skills as measured by the Welch Science Process Inventory. This study, conducted in a large, suburban community college, offers some useful information to the person who has educational goals beyond, but including, the learning of science information and concepts, and possibly science process. Students in the less directive discovery climate learned as much content as those in a more directive comparison class‐they lost nothing of what is traditionally sought in a college science class. In addition, the discovery climate facilitated the development of science process skills which were significantly better than the comparison class. A five‐week intensive class using the discovery climate was found to provide as much content acquisition as the ten‐week nondiscovery climate.
Student perceptions of science classes taught by males and females
Authors: Lawrenz Frances P. , Welch Wayne W. 
Published: October 2006

AbstractIn their analysis of National Assessment results Haertel et al.d̊ found that 13 year‐old boys and girls are quite similar in science learning. However, this similarity does not exist for 17 year olds. One possible cause for this change is socio‐cultural pressures. In this study, we suggest that the science classroom learning environment may contribute to these pressures due to differences in classes taught by male and female science teachers. The Learning Environment Inventory was used to assess student perceptions in junior high, biology, chemistry, and physics classes and significant differences were found. Students perceived classes taught by females as more formal, more goal directed, more diverse and as having more instances of teacher favoritism and friction between students. Classes taught by males were perceived as more difficult. Possible relationships between these perceptual differences and changes in girls' preference for science are discussed and suggestions for future research are given.
A follow‐up power analysis of the statistical tests used in the Journal of Research in Science Teaching
Authors: Woolley Thomas W. , Dawson George O. 
Published: October 2006

AbstractIt has been two decades since the first power analysis of a psychological journal and 10 years since the Journal of Research in Science Teaching made its contribution to this debate. One purpose of this article is to investigate what power‐related changes, if any, have occurred in science education research over the past decade as a result of the earlier survey. In addition, previous recommendations are expanded and expounded upon within the context of more recent work in this area. The absence of any consistent mode of presenting statistical results, as well as little change with regard to power‐related issues are reported. Guidelines for reporting the minimal amount of information demanded for clear and independent evaluation of research results by readers are also proposed.
The elementary level science methods course: Breeding ground of an apprehension toward science? a case study
Authors: Duschl Richard A. 
Published: October 2006

AbstractEthnographic research methodologies were used to examine the training of elementary education majors in science in an attempt to gain insight on whether or not their training in science contributes to the apprehension elementary teachers have toward science. The field study consisted of 14 weeks of weekly observations in the elementary education majors science methods class. Interviews with the students and the instructors as well as survey instruments to assess students' preparation in science were used. Two different approaches to the study of science, one content oriented, the other process oriented, may contribute to the students' confusion, insecurity, and avoidance of science. The students' perception that science is learning content, an objective of introductory level science courses, and the science methods class's objectives of teaching science as a process sets up an “antagonistic dilemma” between the two. Such “antagonistic dilemma” may be manifest in the lack of instructional time accorded to science by elementary educators. The type of science experiences an individual encounters influences their perceptions. To offset student perceptions developed in science courses which stress principally content, the students need science experiences which truly represent science as inquiry. New strategies for the training of elementary education majors in science need to be examined.
Development of seriation and its relation to the achievement of inferential transitivity
Authors: Clark Julia V. 
Published: October 2006

AbstractSixty kindergarten and first grade children took part in an intervention program during which they were confronted with problems requiring concrete operational thought. The study was designed to ascertain the influence of an intervention in the development of operational seriation and transitivity in kindergarten and first grade children who initially failed to demonstrate the ability to do seriation and transitivity problems. Seriation of size, presumably a prerequisite operation for transitive size relations, was also studied. The subjects showed significant advancement toward concrete operation on the seriation problems but failed to show significant improvement on the transitivity problems. In addition, subjects who showed understanding of transitive inference also demonstrated success on seriation, but subjects who showed clear understanding of seriation did not demonstrate success on making transitive inference. Results were interpreted in the context of Piaget's equilibration theory (Genetic epistemology. New York: Columbia University Press, 1970).
The comparative effects of teacher‐demonstration and self‐paced instruction on concept acquisition and problem‐solving skills of college level chemistry students
Authors: Eniaiyeju Paul A. 
Published: October 2006

AbstractA comparison is made of the relative effectiveness of teacher‐demonstration and self‐paced modes of teaching concepts and problem‐solving skills in chemistry. Sixty students were randomized into two treatment groups. A self‐paced instructional package was used by subjects in the self‐paced group. Subjects in the second group were taught by a teacher who used the same self‐paced package. Results of the analyses of variance performed showed that the selfpaced mode of instruction was significantly more effective for teaching concepts and problem‐solving skills. An attitude test was given at the end of the third unit. Results of the test showed that most students preferred the self‐paced instruction to the teacher‐demonstration method.
Children's conceptions of the changes of state of water
Authors: Osborne Roger J. , Cosgrove Mark M. 
Published: October 2006

AbstractChildren are very familiar with water, ice, and steam as these things have been part of their lives since they first crawled into the kitchen. In this study children's conceptions about familiar phenomena associated with water, e.g., evaporating, condensing, boiling, and the melting of ice, were investigated using a clinical interview technique. The prevalence of specific views at particular age levels was also studied. The results of the investigation indicate that children do have ideas about the changes of state of water which are quite different from the views of scientists. It would also appear that these ideas can sometimes be influenced in unintended ways by science teaching. The implications of these findings for teaching are discussed.
A longitudinal study of the supply and demand for physics and chemistry teachers in Kansas
Authors: Lashier William S. , Ryoo Wan Yung 
Published: October 2006

AbstractThe continuing crisis in the supply and demand for high school physics and chemistry teachers has been documented by a series of national surveys. There is a need, however, to augment these surveys with accurate longitudinal data which identifies the age‐specific variables of science teacher survival rates, incoming number of new teachers, and the rate at which science teachers change age cohorts. These three variables were used in a five year longitudinal study of all the physics and chemistry teachers in Kansas to project the need for teachers in 1985 and in 1990. The study indicated that the teachers 40 years and older comprised 33.5% of the physics/ chemistry teacher population in 1979–1980 and the percentage will steadily increase to 60.8 by 1990. The high turnover rate of science teachers 29 years old and younger is also contributing to the shortage of qualified physics and chemistry teachers. The cohort component population projection method outlined in this study is recommended for use in other states to document the age specific characteristics of the science teacher population.
The relationship among teacher classroom management behavior, student engagement, and student achievement of middle and high school science students of varying aptitude
Authors: McGarity John R. , Butts David P. 
Published: October 2006

AbstractThis study was designed to determine the relationship among teacher classroom management behavior, student engagement, and student achievement of middle and high school science students. These variables were investigated across varying levels of academic aptitude. Two week long units were taught by 30 experienced science teachers. During this period of time teacher classroom management behavior, student achievement (n = 570), student engagement (n = 269), and student academic aptitude (n = 649) were measured. Twelve selected management indicators from Georgia Teachers Performance Assessment Indicators (TPAI) were used to measure teacher classroom management behaviors. Regression analysis was used to determine the relationship between the variables, and appropriate post hoc procedures were used. Analyses showed that there was a significant relationship among all variables. Post hoc analysis showed that these results were consistent across levels of aptitude. Other relationships found were between student engagement and achievement, student aptitude and achievement, and student aptitude and engagement. Correlation coefficients were obtained for each individual management indicators. Those particular management behaviors which were correlated with achievement and engagement are: identifies students who do not understand directions and helps them individually, maintains learner involvement in lessons, reinforces and encourages the efforts of learners to maintain involvement, attends to routine tasks, uses instructional time efficiently, provides feedback to learners about their behavior, manages disruptive behavior among learners.
Teacher decision making: The case of prairie high
Authors: Aikenhead Glen S. 
Published: October 2006

AbstractThis article explores the decisions that science teachers make when they plan for instruction. It is a case study analysis of five teachers in a high school and probes into the personal reasons, beliefs, and dilemmas underlying their decisions. These decisions, while serving many purposes, had a common structure which involved tradeoffs and compromises. The decision represented the end result of the conflict between a cluster of teacher intentions and a melange of ideas about student characteristics. Teachers appeared to make decisions within a framework that holistically integrated science content and practical classroom knowledge‐a knowledge system that includes the basic beliefs of a teacher and the socialization of students. By understanding how and why teachers tend to make their decisions, one gains practical insights into the act of teaching science. These insights are of particular interest to science curriculum specialists who wish to understand how teachers use science curriculum materials for the purpose of socializing students.
Determinants of implementation of an elementary science program
Authors: Crocker Robert K. 
Published: October 2006

AbstractConcern with the problem of science curriculum implementation has been highlighted by surveys which have shown that the impact of the major NSF sponsored curriculum projects has not been as pervasive as might be expected. Although there has been some recent research and theory development on the problem of implementation, little work has been done on the determinants of implementation, especially in science. This article describes a replicated study of factors influencing implementation of a hypothetical elementary science curriculum. The instrument used allowed teachers to respond to a particular implementation scenario devised by combining a number of statements about properties of an innovation with school and teacher reactions to the innovation. Responses were given as estimates of the probability of implementation under the conditions described in the scenario. Results showed that the staff attitude factor was by far the most salient influence on implementation. An inservice factor which was highly significant in one of the applications of the instrument failed to replicate. This suggested the possibility that context differences between the two samples may have been important for this factor. The findings are interpreted in relation to Fullan'sSee: Fullan, M. The meaning of educational change. Toronto: OISE Press, 1982.
model of implementation and to other research which highlights the importance of individual interpretation of the properties of an innovation.
Problem‐solving skills of high school chemistry students
Authors: Gabel Dorothy L. , Sherwood Robert D. , Enochs Larry 
Published: October 2006

AbstractWhat strategies do high school students use when solving chemistry problems? The purpose for conducting this study was to determine the general problem‐solving skills that students use in solving problems involving moles, stoichiometry, the gas laws, and molarity. The strategies were examined for success in problem solving for 266 students of varying proportional reasoning ability, using interviews incorporating the think‐aloud technique. Data were coded using a scheme based on Polya's heuristics. Results indicated that successful students and those with high proportional reasoning ability tended to use algorithmic reasoning strategies more frequently than nonsuccessful and low proportional reasoning students. However, the majority of all students solved the chemistry problems using only algorithmic methods, and did not understand the chemical concepts on which the problems were based.
The effects of instruction on integrated science process skill achievement
Authors: Padilla Michael J. , Okey James R. , Garrard Kathryn 
Published: October 2006

AbstractWhile the philosophical importance of the integrated science process skills is often unchallenged, there is a lack of research with middle and secondary school students to indicate when or how these skills might best be taught. In this study different patterns and amounts of instruction on planning experiments were used with sixth‐ and eighth‐grade students. A model for generating integrated process skill lessons was used to produce all lessons. Treatment One involved a two‐week introductory unit on integrated process skills, followed by one period‐long process skill activity per week for 14 weeks. Treatment Two involved only the same two‐week introductory unit. Treatment Three was a contrast group which received only content oriented instruction. Results showed that both sixth‐ and eighth‐grade students can learn to use certain integrated process skills; growth was apparent in identifying variables and stating hypotheses. Differences generally favored treatment one over treatment three. No differences favoring any treatment were found for formal operational ability outcomes.
Factors related to the decision of men and women to continue taking science courses in college
Authors: Deboer George E. 
Published: October 2006

AbstractThe purpose of this study was to determine the importance of the transition between a student's initial collegiate science experience and the decision to continue in science, and whether the reasons students give to explain their success or failure in their first course are related to that decision. Attribution theory provided the framework for investigating these factors. The results showed that for unsuccessful students, the plan to continue in science was unrelated to gender, mathematical aptitude, performance in the first science course, or attributions to luck, effort, ability, or task difficulty. For successful students, the plan to continue in science was directly related to attributions to ability, and inversely related to task difficulty. The results demonstrate the importance of a sense of competence for students who continue in science.
The acquisition of basic quantitative reasoning skills during adolescence: Learning or development?
Authors: Lawson Anton E. , Bealer Jonathan M. 
Published: October 2006

AbstractFive items requiring use of proportional, probabilistic, and correlational reasoning were administered to students in grades 6, 8, 10, and 12. Proportions are taught in the school district in grades 7 and 8, probability in grade 10, and correlations are not taught. Based on the hypothesis that successful performance is due to classroom instruction, improvements on the proportions item were predicted between grades 6 and 10 and improvements on the probability items were predicted between grades 10 and 12. Actual gradewise improvements did not correspond well with predictions. Yet performance did correlate significantly with enrollment in classes such as chemistry, physics, and trigonometry. It is argued that successful qualitative reasoning arises as a consequence of the process of equilibration, and influences one's selection of course work. Specific instruction may initiate the equilibration process.