bluuebunny/crossref_metadata_2025_split huggingface dataset:
The effects of two teaching strategies utilizing manipulatives on the development of logical thought
Authors: Cohen Herbert G. 
Published: October 2006

AbstractScientific literacy has many components: concept/content knowledge; science process ability; and reasoning ability. This latter component permits an individual to understand the content. According to Piaget, experience is one of the factors mediating the development of reasoning. Therefore, the primary purpose of this study was to investigate what effects two different teaching strategies would have on the development of logical structures. A secondary purpose was to examine the effects of gender on logical development. Four intact classes took part in this study; two (Control) classes receiving instruction involving working at desks and manipulation of materials based on predetermined behaviors and not children's interests; while the other two (Experimental) classes received instruction encouraging them to work on the floor and to examine whatever phenomenon they were exploring by moving about and/or moving and manipulating the apparatus, and to use them in a variety of ways dependent on their own interests. Data were collected using a battery of six Piagetian‐type tasks. The chi‐square one‐sample procedure was used to determine if there was any direct treatment effect and also to see if gender had any effect on the development of reasoning. It was determined that gender had no effect, while treatment did effect the development of reasoning, experimental subjects outperformed control subjects. It was concluded that teachers must take an active role when their students are using manipulatives; they should act as guides encouraging students to examine materials from many vantage points and to utilize materials in ways which seem appropriate to the students' interests and level of understanding.
Cognitive style and the effects of two instructional treatments on the acquisition and transfer of the ability to control variables: A longitudinal study
Authors: Strawitz Barbara M. 
Published: October 2006

AbstractLong‐term retention effects of two methods of instruction used one year earlier to teach field‐dependent (FD) and field‐independent (FI) sixth‐grade students to control variables and to transfer this ability to novel tasks were investigated. The study also examined whether or not uninstructed seventh‐grade students had acquired this ability on their own. Results indicated that Treatment I produced better retention over time for both FD and FI students than did Treatment II. Treatment II was more effective for FI students than for FD students. Significant main effects for treatment and cognitive style were found on each controlling variables task when the abilities of instructed and uninstructed seventh‐grade students were compared. Field‐dependent students who had received Treatment I significantly outperformed FD students who had received Treatment II and FD students who had received no instruction on how to control variables. Field‐dependent students who had received Treatment II performed about as well as their counterparts who had received no instruction. Field‐independent students who had received Treatment I significantly outperformed FI students who had received Treatment II on two of three measures and FI students who had received no instruction on all measures. Field‐independent student who had received Treatment II significantly outperformed FI students who had received no instruction on two of three measures.
Studies on anxiety about teaching science in preservice elementary teachers
Authors: Westerback Mary E. 
Published: October 2006

AbstractDuring a sequence of science content courses designed for elementary teachers, anxiety about teaching science as measured by the State‐Trait Anxiety Inventory was reduced. Each study: 1977–; 1978, 1978–; 1979, 1979–; 1980, and 1980–; 1981, was a separate descriptive study. The overall patterns were similar in all four years. Initial anxiety about teaching science was high and changed in a positive direction in all studies. Variations from year to year were attributed to staffing arrangements, grading practices and course sequences. Both the X and Y forms of the STAI were used. There appears to be a high degree of relationship between them, but the Y form was preferable because it is more reflective of anxiety than depression and has better psychometric properties.
A new science and engineering career interest survey for middle school students
Authors: Donovan Edward P. , Fronk Robert H. , Horton Phillip B. 
Published: October 2006

AbstractThis study describes the development and validation of a science and engineering (S/E) career interest survey (CIS). This 56 question survey was developed to measure the overall S/E career interests of 7th through 9th grade students. In the CIS, a S/E career is characterized as one which requires the completion of at least a four‐year college program with a major in science, science education, or engineering. The CIS is divided into four major parts. In Part I (30 questions), students are expected to select from occupational activities, while in Part II (20 questions) they are to select from various occupations. Part III (5 questions) and Part IV together make up the CIS internal verification scale. The CIS test‐retest reliability coefficients for one week and eight months were calculated as 0.96 (n = 57, grades 7–9) and 0.78 (n = 1937, grade 8), respectively. The KR‐21 estimate for the CIS was calculated as 0.92. Criterion‐related validity coefficients were calculated in two ways: (a) CIS scores were correlated with the Kuder GIS science subscale (r = 0.75, n = 45, grades 7–9), and (b) CIS scores were correlated with a CIS internal verification scale (r = 0.59, n = 127, grades 7–9). Evidence to support the construct validity of the CIS was collected by two methods: (a) for 7–9 grade students (n = 45), the CIS score was found to correlate 0.75 with the scientific subscale and −0.42 with the artistic sub‐scale, of the Kuder GIS. (b) the second method compared the scores of known groups. Test results for students in grades 7‐9 (n = 127; n = 1937) showed a statistically significant difference between the scores of boys and girls on S/E career interest. The readability of the CIS was seventh grade level.
A misconception in biology: Amino acids and translation
Authors: Fisher Kathleen M. 
Published: October 2006

AbstractA persistent error has been observed among students in introductory biology and genetics. In interviews and examinations, many students express the belief that amino acids are produced by genetic translation (protein synthesis). The evidence suggests that at least four underlying factors contribute to error occurrence: (1) strong word association between the terms “amino acids” and “proteins”, (2) confusion resulting from familiar and unfamiliar levels of generality and specificity, (3) conflict resulting from the dual roles of some proteins as participants in and products of translation, and (4) lack of knowledge about the actual origins of amino acids in cells. Implications for teaching are discussed.
Content, format, gender and grade level differences in elementary students' ability to read science materials as measured by the cloze procedure
Authors: Williams Richard L. , Yore Larry D. 
Published: October 2006

AbstractPresent instructional trends in science indicate a need to reexamine a traditional concern in science education: the readability of science textbooks. An area of reading research not well documented is the effect of color, visuals, and page layout on readability of science materials. Using the cloze readability method, the present study explored the relationships between page format, grade level, sex, content, and elementary school students ability to read science material. Significant relationships were found between cloze scores and both grade level and content, and there was a significant interaction effect between grade and sex in favor of older males. No significant relationships could be attributed to page format and sex. In the area of science content, biological materials were most difficult in terms of readability followed by earth science and physical science. Grade level data indicated that grade five materials were more difficult for that level than either grade four or grade six materials were for students at each respective level. In eight of nine cases, the science text materials would be classified at or near the frustration level of readability. The implications for textbook writers and publishers are that science reading materials need to be produced with greater attention to readability and known design principles regarding visual supplements. The implication for teachers is that students need direct instruction in using visual materials to increase their learning from text material. Present visual materials appear to neither help nor hinder the student to gain information from text material.
Characteristics of male and female students who experienced success or failure in their first college science course
Authors: Deboer George E. 
Published: October 2006

AbstractThe purpose of this study was to identify correlates of success for male and female students in their first collegiate science course. The factors that were examined included the personality variables of persistence, future orientation, and the tendency toward reckless and rash behavior, as well as cognitive attributions for success and failure. In addition, two scales from the Omnibus Personality Inventory that focused on the direction of a student's academic orientation were examined for their relationship to science achievement. Level of success x gender ANOV As showed no interactions for cognitive attributions or for the direction of academic orientation. Interactions for persistence, reckless and rash behavior, and future orientation indicated that these factors were more important to the science success of women than to that of men.
Relationships between middle school students' science concept structure interrelatedness competence and selected cognitive and affective tendencies
Authors: Harty Harold , Hamrick Linda , Samuel K. V. 
Published: October 2006

AbstractAn investigation was conducted to determine the relationships between Concept Structure Interrelatedness Competence (ConSIC) and 10 predictor variables of which 6 comprised a cognitive cluster and 4 made up an affective set. Data were collected from 105 middle school students and treated by way of stepwise multiple regression, linear multiple regression, and product‐moment correlation techniques. The findings revealed that previous experience with concept structure interrelatedness and verbal scholastic aptitude accounted for the greatest amount of variance in predicting ConSIC. Significant positive correlations were also found between ConSIC and science achievement‐course grades, scholastic aptitude‐verbal, scholastic aptitude‐quantitative, previous experience with concept structure interrelatedness, and self‐concept of science ability. Positive significant correlations also surfaced among all of the affective variables (attitudes toward science, interest in science, science curiosity, and self‐concept of science ability). Implications have been discussed in terms of classroom science teaching, science content analysis, curriculum design, and content selection.
Science laboratory behavior strategies of students relative to performance in and attitude to laboratory work
Authors: Okebukola Peter Akinsola 
Published: October 2006

AbstractThe relationship between science laboratory behavior strategies of students and performance in and attitude to laboratory work was investigated in an observational study of 160 laboratory sessions involving 600 class five (eleventh grade) biology students. Zero‐order correlations between the behavior strategies and outcome measures reveal a set of low to strong relationships. Transmitting information, listening and nonlesson related behaviors exhibited low correlations with practical skills and the attitude measure. The correlations between manipulating apparatus and observation with practical skills measures were found to be strong. Multiple correlation analysis revealed that the behaviors of students in the laboratories observed accounted for a large percentage of the variance in the scores on manipulative skills and a low percentage on interpretation of data, responsibility, initiative, and work habits. One significant canonical correlation emerged. The loadings on this canonical variate indicate that the practical skills measures, i.e., planning and design, manipulative skills and conduct of experiments, observation and recording of data, and attitude to laboratory work made primary contributions to the canonical relationship. Suggestions as to how students can be encouraged to go beyond “cookbook‐like” laboratories and develop a more favorable attitude to laboratory work are made.
Aptitude treatment effects of laboratory grouping method for students of differing reasoning ability
Authors: Lawrenz Frances , Munch Theodore W. 
Published: October 2006

AbstractThis study examines aptitude treatment effects in an inquiry/learning cycle based physical science class for elementary education majors. The aptitude was formal reasoning ability and the students were arranged into three groups: high, middle, and low ability reasoners. The treatment was method of forming groups to work in the laboratory. Students in each of three classes were grouped according to reasoning ability. In one class the laboratory groups were homogeneous, i.e., students of similar reasoning ability were grouped together. In the second class the students were grouped heterogeneously, i.e., students of different reasoning ability were grouped together. In the third class, the student choice pattern, the students chose their own partners. The findings were that there were no aptitude treatment interaction for achievement or for gain in formal reasoning ability, that grouping students of similar cognitive ability together for laboratory work in the class was more effective in terms of science achievement than grouping students of differing cognitive ability together or than allowing students to choose their own partners, and that students at different levels of reasoning ability experienced differential gains in that ability over the semester.
Generating a desired state for master's degree programs in science education through grounded theory research
Authors: Spector Barbara S. 
Published: October 2006

AbstractThis is the report of a two‐year study using qualitative research methods to assess the training needs of science teachers in southern Florida. The respondents included individuals and groups comprising the educational enterprise and those outside the enterprise with the ability to influence policy in science education and implementation of that policy in Florida. The study resulted in recommendations describing the desired state for graduate training leading to a master's degree in science education and has implications for noncredit inservice activities.
Changes in perceptions of science for third, seventh, and eleventh grade students
Authors: Yager Robert E. , Yager Stuart O. 
Published: October 2006

AbstractSimilar results from four studies dealing with third, seventh, and eleventh grade students and their views of science teachers, science classes, usefulness of science study, and what it is like to be a scientist are reviewed and analyzed. The studies include the affective data from the 1977 NAEP report, the 1982 NAEP information, an Iowa follow‐up study, and a study limited to one large school district. The analysis permits a synthesis of information on the failures of school science to affect student perceptions positively. Relatively few areas are identified which illustrate positive effects of science programs on students. Primary problems identified are: (1) science is less fun and exciting the longer students stay in school; (2) teachers are viewed as providers of information; the more preparation a teacher has and the more advanced the class, the less likely is a teacher ever to admit not knowing; (3) students do not feel more successful and/or more curious as they progress through a science program; (4) the school program does not provide increasingly accurate information and/or encouragement for science career choices.
The effect of schooling upon understanding of selected science terms
Authors: Yager Robert E. , Yager Stuart O. 
Published: October 2006

AbstractEight science terms were studied as to their meanings for 9‐, 13‐, and 17‐year‐old students randomly selected from a single school district in the midwest. The results indicate that the school is ineffective in increasing numbers of students who master the select terms between seventh and eleventh grade. On three of the eight terms 9‐year‐olds perform as well as 17‐year‐old students. Although there is growth between ages 9 and 13 on degree of mastery for five terms, some of these differences can be attributed to increasing student abilities to read, increases in student experiences with school science and testing procedures, maturation and development of reasoning for students across grades, and the relative emphasis of science content/terminology for the various age levels.
High school students' understanding of food webs: Identification of a learning hierarchy and related misconceptions
Authors: Griffiths Alan K. , Grant Bette A. C. 
Published: October 2006

AbstractDeveloping an understanding of the nature of food webs is an important topic in today's biology curricula. The relationships represented in a food web are rule‐like in nature. Hence, it should be possible to construct a learning hierarchy for this concept. A hierarchy leading to the ability to determine how a change in the size of one population can affect another population in the same web but not on the same chain was hypothesized. Data from 200 subjects were extremely consistent with the hierarchy. A second major focus related to the identification of specific misconceptions held by subjects for food webs. The need to identify students' misconceptions of important concepts has been expressed widely in the recent science education literature. In the present article, an argument is presented for the usefulness of learning hierarchies in this work. Specific misconceptions and the frequencies of their occurrence are reported.
A naturalistic study of children and their parents in family learning courses in science
Authors: Ostlund Karen , Gennaro Eugene , Dobbert Marion 
Published: October 2006

AbstractDuring the 1960s and 1970s a number of family learning projects evolved, most of which focused on pre‐schoolers and their parents. The goal of some of these programs was to provide enjoyable, structured experiences in which parents and their children learned together. Recently, a number of institutions have been sponsoring enrichment science classes or learning experiences for parents and older children. The study described here is based on a project funded by the National Science Foundation (DISE No. 07872) which was attempting to show that it was possible to increase scientific literacy of two different age groups by simultaneously exposing parents and their middle school children to short courses in science. The project is an outgrowth of a study previously reported (Gennaro, Bullock, & Alden, 1980) carried out at the Minnesota Zoological Gardens. The study is based on data obtained during the first two years of the project and used various data gathering procedures such as the use of questionnaires, interviews, observations, and cognitive testing. It was found that children register for the courses primarily because of interest in the subject matter of the courses and that parents register because of their desire to nurture the child and the child's interest in the subject matter of the course. Both parents and children made significant gains in learning as measured by subject matter tests. Participants reported that the experience was both enjoyable and valuable. Children's attitudes toward their parents and the course were significantly higher if the children perceived a highly cooperative learning environment with their parents. Parents who scored in the medium or high range on the pretest had significantly more interactions with their children concerning information about course tasks than those who scored low on the pretest.
Applications of mathematical learning models to student performance on general chemistry: Microcomputer drill and practice programs
Authors: Zitzewitz Barbara S. , Berger Carl F. 
Published: October 2006

AbstractFour drill and practice programs in general chemistry (Butler & Hough, 1982) were altered to keep records of response, scores, and response times as students used the programs. Mathematical learning models were applied to the resulting score and time data. When data for groups of students using the same programs were analyzed using the polynomial fit model of Kerlinger and Pedhazur (1973), significant results were found and in most cases the linear fit provided the only significant explanation for the variance in the data. The performance of individual students on selected programs was also analyzed using a linear model, a simple exponential saturation model, and a more complex model which incorporated ability and motivation factors into the exponential saturation model (Aldridge, 1983). Most of the students improved their performance linearly with time and none exhibited patterns characteristic of the Aldridge model. In some cases, the simple exponential saturation model provided an explanation of the data as probable as that of the linear model. The implications of the findings for science teaching are discussed.
Effects of microcomputer‐administered diagnostic testing on immediate and continuing science achievement and attitudes
Authors: Waugh Michael Leonard 
Published: October 2006

AbstractThis investigation had three purposes: (1) to document any immediate and continuing benefits associated with the use of microcomputer‐administered testing; (2) to determine what type of student might benefit most from microcomputer‐administered diagnostic testing; and (3) to document the feasibility of microcomputer‐administered diagnostic testing. The subjects of the study were enrolled in a biology course based on the BSCS Blue text. A random half of the students received behaviorally‐stated performance objectives, while the remaining half received behaviorally‐stated performance objectives in conjunction with microcomputer‐administered diagnostic testing. The results of this study indicate that microcomputer‐administered diagnostic testing can positively influence the immediate, but not the continuing, achievement of students in science. In addition, neither student aptitude nor achievement motivation level were found to interact with treatment or influence achievement. Affective data indicate that students react favorably to the use of objectives, computers, and diagnostic testing. Cost summary data reveal that when the expense of administering diagnostic testing by microcomputer is prorated over a five‐year period, the cost of a diagnostic test is reduced to approximately three cents.