bluuebunny/crossref_metadata_2025_split huggingface dataset:
Relationship between perceived levels of classroom individualization and science‐related attitudes
Authors: Fraser Barry J. , Butts William L. 
Published: October 2006

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

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

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

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

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

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

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

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

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

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

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

AbstractThe relationships among college student science achievement, engaged time (observed and perceived), and personal characteristics of academic aptitude, reasoning ability, attitude toward science, and locus of control were investigated. Measures of personal characteristics were obtained from the subjects (N= 76) of a private, liberal arts junior college before observations began in the lecture classes for the quarter. Instruments used to measure personal characteristics were Scholastic Aptitude Test, Test of Logical Thinking, Test of Scientific Attitude, and Leven‐son's Multidimensional View of Locus of Control. Based on a random selection procedure, student engaged time was observed at least ten times for 11 lectures. Achievement tests were constructed and validated for the biology classes. Data were analyzed by multiple regression procedures. The average achievement scores were positively related to academic aptitude and reasoning ability. Positive relationships were found between observed engaged time and academic aptitude and a negative relationship was found between observed engaged time and reasoning ability. Also a positive relationship was found between perceived engaged time and achievement. Pearson product‐moment correlations between achievement and observed engaged time were significant as were the correlations between perceived engaged time and achievement. Measure of engaged time (observed and perceived) were also related to each other. The study's data indicate that students who were observed to be engaged were low in reasoning ability or high in academic aptitude. Those who perceived themselves as being engaged achieved more. College instructors who have knowledge of student academic aptitude and reasoning ability may use this knowledge to improve achievement.Engaged time measures were significantly related to achievement, which indicates an instructor should endeavor to keep the students as engaged as possible to enhance achievement. Students who are engaged or pay attention or perceived they are engaged or paying attention during lecture classes achieve more than students who are observed as nonengaged or perceive themselves as nonengaged.
A meta‐analysis of instructional systems applied in science teaching
Authors: Willett John B. , Yamashita June J. M. , Anderson Ronald D. 
Published: October 2006

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

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

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

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

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

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

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