bluuebunny/crossref_metadata_2025_split huggingface dataset:
Learning from physics instruction
Authors: Shavelson Richard J. 
Published: October 2006

AbstractForty high school students participated in a study to investigate learning and remembering from physics instruction. At pretest, students received aptitude tests, an alternate form of achievement test (counterbalanced) and a word association (WA) test. Then the 40 students were divided into instruction (N = 28) and control (N = 12) groups. The control group received all subsequent tests but no instruction. The instruction group received physics instruction over five 2‐hour sessions. At the end of each session, the WA test was administered; the alternate form of the achievement test was administered at the end of the last session.The instruction and control groups did not differ significantly in achievement at pretest. The instruction group showed a significant gain from pre‐ to posttest; no such gain was found for the control group. The instruction and control groups did not differ on the number of responses generated on the WA test at pretesting. The number of responses given by students in the instruction group increased significantly from test 1 (pretest) to test 6 (posttest). For the control group, the number of responses increased initially and then leveled out well below the instruction group data. When WA test responses were tallied for “constrained” responses (i.e., tallying only those concepts found in equations defining the stimulus word), the number of constrained responses increased consistently for the instruction group. For the control group, constrained responses showed an initial increase and then leveled out well below instruction group data.Finally, the aptitude, achievement, and WA data were intercorrelated. This analysis suggests that for students who perform well in solving problems at the end of instruction, the physics concepts became meaningful soon after they were introduced. Subsequently, these students were able to consolidate, in memory, the meaning of the concepts and the interrelations among these concepts in the form of equations. Students not able to solve problems at the end of instruction seemed to be completing the process of acquiring the meaning of the concepts.
Insight learning through structured observations of classroom interaction
Authors: Jacobs Joseph H. 
Published: October 2006

AbstractTwenty‐six teachers, from different school systems and grade levels, were used in experimental and control groups to investigate the use of checklist structured observations as a self‐improvement technique for modifying teachers' verbal behaviors. Pre‐ and post‐treatment data were analyzed with Flanders Interaction Analysis System; and 20 indices of teacher influence and pupil response were subjected to analyses of covariance to test the significance of changes in teacher and student verbal behaviors. Eighty percent of the teaching pattern indices were significant. Pupil participation increased, however, predicted changes in types of pupil participation were not significant.
A comparative study of the effect of behavioral objectives on class performance and retention in physical science
Authors: Olsen Robert Charles 
Published: October 2006

AbstractThis experiment was designed to assess the effects of behavioral objectives on class achievement and retention. Eight experimental classes received instruction in physical science with stated behavioral objectives and six control classes received the same instruction without knowledge of the objectives.The subject matter used in this ninth‐grade investigation was the third unit of the program, Interaction of Matter and Energy. Behavioral objectives and their accompanying assessment tasks were written by the investigator for the subject matter areas of heat energy, light energy, and phases of matter.The experimental classes obtained higher mean scores than the control classes on both achievement and retention tests. The overall mean differences due to treatment was found to be significant at the 0.01 level of confidence.The results of the study support the thesis that providing classes and teachers with behavioral objectives prior to instruction can enhance the performance on achievement tests. Also, the data strongly suggest that behavioral objectives and their accompanying assessment tasks will cause a resistance to forgetting.
Similarity of science textbooks: A content. Analysis
Authors: Yost Michael 
Published: October 2006

AbstractThe investigator completed a content analysis of the astronomy portion of science texts at three grade levels (4th, 5th, and 6th) that were produced by five different publishers. The analysis used an operant paradigm and compared the responses expected of students who used one science text to those expected of students using other science texts. The response comparisons were made both within and across grade levels. Using similarity of the responses expected of students as a basis of comparison, elementary school science texts produced by different publishers had more in common across grade levels than within grade levels. Less than 50% of the responses expected of students at one grade level were common to other science texts at the same or different grade levels.
Risk‐taking in explanation of biological events
Authors: Horn Jerry G. 
Published: October 2006

AbstractRisk‐taking by biology students as they attempt to explain observed biological events was investigated. The dependent variable, risk‐taking as measured by the Extremity‐Confidence of Hypothesis Test and the Risk‐Taking Verbal Observation Scale, was analyzed within 2 × 2 and 2 × 3 factorial designs. The independent variables consisted of two levels of achievement motivation and status of information, and three levels of group arrangement for discussion.The results indicate that verbal risk‐taking is influenced by differential knowledge of the information and the composition of a discussion group based on the members' measured achievement motivation. No differences were noted in the comparison groups on risk‐taking as measured by the Extremity‐Confidence of Hypothesis Test. A significant, but low, positive correlation was found to exist between IQ and risk‐taking in verbal discourse by individuals. Based on the results of this study, the suggestion that risk‐taking is a multidimensional trait is supported, and the magnitude of its expression may be influenced by differential treatments.
The effects of preservice teacher's cognitive questioning level and redirecting on student science achievement
Authors: Riley Joseph P. 
Published: October 2006

AbstractThe objectives of this experimental study were to investigate the effects of 100% high cognitive questions, 50% high cognitive questions and 0% high cognitive questions on primary and intermediate students' achievement at the knowledge, comprehension, and analysis levels. A second purpose was to examine the effects of redirecting questions on student achievement. Groups of 5 subjects were randomly selected from 16 intermediate and 16 primary classrooms and then randomly assigned to one of three treatment levels. Data were collected on 154 subjects. Within the three cognitive questioning treatment levels the subjects were also randomly assigned to one of two questioning strategies: (1) redirected and (2) directed. Redirection occurs when the teacher asks the same question to a number of students (in this case 2). Thirty preservice teachers conducted the treatments. The teachers were trained to follow a prescribed behavior pattern and were video taped during the treatment to insure fidelity to the scripted questions. At the end of the lesson a criterion test was administered with 3 subtests measuring at the knowledge, comprehension, and analysis levels of Bloom's Taxonomy. There was no significant difference among scores on the total criterion measure or the sub tests due to cognitive questioning level. There was a significant difference due to redirecting questions (p = 0.05). Students assigned to teachers using redirection scored significantly higher than those assigned to teachers not using this strategy. This difference was found on the knowledge subtest. Significant interactions occurred between questioning level and questioning strategy on the comprehension and total test.
The effect of teacher vagueness terms on student performance in high school biology
Authors: Smith Lyle R. , Bramblett Grace H. 
Published: October 2006

AbstractHigh school biology students (n = 48) were each randomly assigned to one of four groups defined by possible combinations of two teacher vagueness conditions (high vagueness versus low vagueness) and two post‐lesson conditions (test, then lesson evaluation versus lesson evaluation, then test). Each group was presented a lesson over the vascular system of angiosperms. After the lesson, each group was tested on comprehension of the material and each group completed a lesson evaluation. Teacher vagueness terms significantly affected student achievement and student perception of lesson effectiveness. These findings are discussed in relation to previous research on teaching clearly.
Science educators' perceptions of problems facing science education: A report of five surveys
Authors: Gallagher James Joseph , Yager Robert E. 
Published: October 2006

AbstractFive groups of science educators representing faculty at graduate institutions, graduate students, teachers, supervisors, and leadership conferees were surveyed concerning their perceptions of current problems facing science education. A total of 144 participants provided an average of 4.7 responses. The responses were tabulated using an emergent set of categories that resulted in six major groupings, i.e. conceptual, organizational, teacher; related, student‐related, university, and societal. The category with the most problems identified was in the area of conceptual problems. University related problems and organizational problems were the next two most frequently mentioned categories for problems. Specific problems in all categories most often cited include the following:

confusion and uncertainty in goals and objectives;
lack of vision and leadership in schools and universities;
absence of a theoretical base for science education;
poor quality teacher education programs;
inappropriate avenues for continuing education of teachers;
limited dialogue between researchers and practitioners;
declining enrollments;
poor quality teaching and counseling;
insufficient programs in science for the wide spectrum of students; and
public and parental apathy towards science.
Attitudes of introductory college biology students toward evolution
Authors: Grose Elaine C. , Simpson Ronald D. 
Published: October 2006

AbstractIntroductory college biology students were surveyed to investigate their attitudes toward evolution. Thurstone's Scale No. 30, Form A, Attitudes Toward Evolution was used to survey the sample. Results indicate that the majority of introductory biology students believe in the theory of evolution. Two demographic variables, sex and influence of the church, produced a significant correlation with the attitude scores. There were significant interactions between sex and influence of high school biology teacher and between sex and major. Self rating by the individual students and attitude scores also produced a significant correlation. Construct validity of the attitude scale was supported by the significant correlation between student self rating and scale scores. ANOVA produced a F value significant at the 0.01 probability level, and Spearman's correlation coefficient between the two measures was 0.73. Although the Thurstone Scale No. 30, Form A, is over 45 years old, the results of this study suggest that it is a reliable instrument for use today with modifications in item construction, scaling or adaptation to other scoring methods.
Instructional design in a chemistry laboratory course: The impact of structure and aptitudes on performance and attitudes
Authors: Kozma Robert B. 
Published: October 2006

AbstractElements of instructional design such as explicitly stated objectives, reviews, examples, questions, and feedback were incorporated into the laboratory manual and instruction for a unit on kinetics in a college laboratory course. This treatment (high structure) was given to five sections of students (N = 109), while a laboratory manual and instructions that emphasized informational content without the use of these design strategies (low structure) was given to another five sections (N = 108) taught by the same instructors. The students receiving the additional structure scored significantly higher on a quiz, took less time to solve a set of laboratory problems, and felt more satisfied with the instruction provided. There were no differences between groups in their comfort with the knowledge acquired. There were no interactions with performance outcomes, but several occurred for attitudes, treatments, and personality measures. The more conforming the students, the more satisfied they were with the instruction in the high‐structured group and the less they liked it in the low‐structured group. The more motivated the students, the more they liked the instruction in the high‐structure treatment, and even more in the low‐structure group. There was also a complex interaction among treatment, anxiety, ability, and treatment satisfaction.
An aesthetic approach to the teaching of science
Authors: Zubrowski Bernard 
Published: October 2006

AbstractThe role of aesthetic curiosity in the manipulation of materials is often ignored or considered irrelevant in most science curricula. Contemporary practice in curriculum design emphasizes an approach that views science and art as separate types of explorations. Some historians of technology and science suggest that basic discoveries arise out of an aesthetic curiosity fostered by play with materials or ideas. Experience with certain familiar materials of aesthetic interest suggest that children will sustain play for long periods and easily mix metaphors of art and science in developing an understanding of the phenomena that are a part of the experience. Several examples are given of how this might be accomplished.
An inservice energy education program for elementary schoolteachers
Authors: Glass Lynn W. 
Published: October 2006

AbstractA National Science Foundation‐sponsored energy education inservice project was conducted during thirty, weekly sessions for twenty‐seven elementary school teachers throughout the 1979–1980 school year. Time was devoted to studying energy sources, demand for energy, and energy policy and decision making. Energy education curriculum materials were examined for each of these content areas, and an energy education unit was taught by each participant in his or her own classroom. The Energy Inventory, developed by The Biological Sciences Curriculum Study, was used with a pretest‐post‐test control group design to determine if the participants gained a significant amount of knowledge about energy and significantly changed their opinions about energy. Analysis of covariance indicates that significant changes in knowledge possessed and opinions held about energy were achieved during the thirty weekly sessions. Since most current energy education materials require a considerable amount of teacher knowledge about energy and modeling of good energy practices, it is assumed that teachers participating in this project will do a better job of teaching energy education materials than they might otherwise have done.
Scientific explanations and piagetian operational levels
Authors: Bass Joel E. , Maddux Cleborne D. 
Published: October 2006

AbstractExplaining natural phenomena is an important goal in science teaching. A logical analysis reveals that causal explanations exhibit formal operational structures in that they consist of implication statements chained together through transitive reasoning. It was hypothesized in the present study that individuals who do not reason formally will have difficulty in learning explanations presented in instruction. To test this hypothesis, the effect of levels of operational thought on the explanations which ninth‐grade (n = 26) and college (n = 40) physical science students reconstructed after instruction was investigated. Subjects in the study were classified through Piagetian tests as concrete or formal operational. Both concrete and formal subjects were successful in recalling explanations requiring the chaining of two implication statements. Formal operational subjects performed significantly better than concrete operational subjects in three of the four tests of the reconstruction of complex explanations requiring the chaining of six implication statements. In teaching complex causal explanations to students at the concrete operational level, it is suggested that teachers be prepared to furnish some external structuring which the students can rely on in logically relating the various propositions of the explanation to one another.
Physiological studies of the brain: Implications for science teaching
Authors: Esler William K. 
Published: October 2006

AbstractPhysiological changes resulting from repeated, long‐term stimulation have been observed in the brains of both humans and laboratory animals. It may be speculated that these changes are related to short‐term and long‐term memory processes. A physiologically based model for memory processing (PBMMP) can serve to explain the interrelations of various areas of the brain as they process new stimuli and recall past events. The model can also serve to explain many current principles of learning theory and serve as a foundation for developing new theories of learning based upon the physiology of the brain.
Student teachers' attitudes toward science and science teaching
Authors: Lucas Keith B. , Dooley John H. 
Published: October 2006

AbstractAttitudes toward science and science teaching are the subject of a mounting body of research on teachers. A widely used instrument developed by researchers in the United States appears to be relevant to the Australian context and was considered appropriate for measuring attitudes of preservice student teachers attending a College of Advanced Education in Brisbane. The findings suggest that much more effort needs to be concentrated on fostering desirable attitudes toward science and the teaching of science among future primary school teachers.
A mathematical model for mastery learning
Authors: Aldridge Bill G. 
Published: October 2006

AbstractPrior research on mastery learning has examined relationships between achievement and time on task, motivation variables, as well as the effects of prior learning. One can show that the results of prior research lead to certain requirements on a model for mastery learning. This article uses those requirements to develop a mathematical model for mastery learning. This model includes measures of a motivational factor and of the specific ability of a learner with respect to the content being learned. The model also contains a variable to reflect prior learning. The model has been developed to include a computer program which accepts student data and from which predictions can be made and tested. Assumptions and limitations of the model are discussed, and some research questions are raised. In most respects the model proposed in this article is susceptible to the same tests and refinements as an empirical law in the physical or life sciences.
Effects of diagnostic/remedial instruction on science learning: A meta analysis
Authors: Yeany Russell H. , Miller P. Ann 
Published: October 2006

AbstractThe effects of diagnostic prescriptive instruction on learning has been the focus of many studies. The purpose of this article is to review and analyze the results of experimental studies based on diagnostic prescriptive instruction as it effects science achievement. Meta‐analysis techniques were used to condense and synthesize the results of a multiple set of empirical studies into an interpretable form. The statistic calculated is referred to as “effect size.” This value is based upon the group means and standard deviations established from reported data of each individual study. An ERIC search identified a body of studies which examined a total of 30 dependent variables. Subjects used in the combined studies numbered over 500 college, high school, and middle school students. From this information an effect size was calculated on each dependent variable. Data were organized by categorizing all treatments into one of three types: (1) control, no diagnosis and no prescription: (2) Treatment I, diagnosis and no prescription: or (3) Treatment II, diagnosis and prescription or remediation. A mean effect size was then calculated for each treatment type. The results indicated that diagnostic prescriptive instruction significantly and positively influences science achievement. But there is no clear indication from the body of research that the use of prescription or remediation in addition to diagnosis brings about a significant additional increase in achievement.
The group dynamics approach: A sociopsychological approach for testing the effect of discovery and expository teaching on the science achievement and attitude of young Egyptian students
Authors: Selim Mohamed Ahmed , Shrigley Robert L. 
Published: October 2006

AbstractThe purpose of this study was to compare the effectiveness of two instructional modes, discovery and expository, for teaching science knowledge, both application and recall, and science attitude to fifth‐grade male and female Egyptian students. The population used for this study consisted of 276 fifth‐grade students in two Egyptian schools. Twelve 45‐min science classes meeting over a 21‐day period made up the treatment period, with each of the two teachers instructing six of the 12 class periods for all eight subgroups of students. The results warrant the following conclusions: Fifth‐grade Egyptian students taught by the discovery method scored higher in science achievement, both recall and application, than students taught by the expository method. Students taught by the discovery method scored higher in science attitude than students taught by the expository method. Female Egyptian students scored in science achievement and science attitude similar to males.
A factor analytic study of the state trait anxiety inventory utilized with preservice elementary teachers
Authors: Sherwood Robert D. , Westerback Mary E. 
Published: October 2006

AbstractThe State‐Trait Anxiety Inventory (STAI) has been widely used as a measure of anxiety in the psychological literature. A new form (STAI‐Y) has recently been developed and some psychometric data were available from one previous study of Air Force recruits. In order to validate the instrument's use with preservice elementary teachers, a factor analytic study was undertaken. Preservice elementary teachers (N = 103) were administered the self‐report instrument during a required science course. A restricted principal components analysis with iterations was employed as the factoring technique. A four‐factor solution accounting for 58.8% of the variance resulted, with a factor‐loading pattern very similar to the earlier study. This result, along with high‐interval consistency levels, supports the use of the instrument with preservice elementary teachers.