bluuebunny/crossref_metadata_2025_split huggingface dataset:
The unintentional consequences of science teaching
Authors: Power Colin N. 
Published: October 2006

AbstractIn this study the possibility that variations in the nature and extent to which individual students interact with the teacher may, in fact, produce unintentional consequences is examined. A battery of tests measuring pupil cognitive, motivational, and personality characteristics was administered to 150 students in four classes prior to instruction. The nature and frequency of each student's interaction in a sample of five lessons was then determined. Canonical analysis was used to determine how these antecedent pupil characteristics and communication pattern variables were related to science achievement, attitudes towards science and socio‐metric measures. Four independent relationships were found and appear to represent “syndromes” some of which lead to undesirable consequences if allowed to run their full course.
Application of cluster analysis to the study of piagetian stages of intellectual development
Authors: Deluca Frederick P. 
Published: October 2006

AbstractThe purpose of this study was to reexamine Piagetian stages by way of the application of cluster analysis and to seek information concerning the occurrence of stages and the influence of different tasks and gender on cluster patterns. Six Piagetian tasks were administered to 182 males and 176 females ages 9 through 18 years old. Analysis and interpretation of the data suggested the following conclusions: (1) Piagetian stages exist as a general sequence through which intellectual development progresses; however, the males in the study conformed more to Piagetian stages than did the females; (2) deviation from Piagetian stages was influenced by gender and the type of task; (3) lack of synchronization of substages across several tasks suggested that Piagetian tasks were more situation‐specific than indicated by Piaget, and it also helped to explain why strong, correlations among tasks at a given level have been difficult to obtain; (4) for the males, the greatest discontinuity occurred between substages IIIA and IIIB, not between IIB and IIIA as stated by Piaget; and (5) the group of 13‐year‐old females tended to cluster with the 17‐ and 18‐year‐old female groups, but it was not known why.
Effect of an environmental science curriculum on students' leisure time activities
Authors: Blum Abraham 
Published: October 2006

AbstractCooley and Reed's active interest measurement approach was combined with Guttman's Facet Design to construct a systematic instrument for the assessment of the impact of an environmental science course on students' behavior outside school. A quasimatched design of teacher allocation to the experimental and control groups according to their preferred teaching style was used. A kind of dummy control curriculum was devised to enable valid comparative evaluation of a new course which differs from the traditional one in both content and goal. This made it possible to control most of the differing factors inherent in the old and new curriculum. The research instrument was given to 1000 students who were taught by 28 teachers. Students who learned according to the experimental curriculum increased their leisure time activities related to the environmental science curriculum significantly. There were no significant differences between boys and girls and between students with different achievement levels.
The effect of retesting on end‐of‐semester performance in high school chemistry at three levels of previous science achievement
Authors: Deboer George E. 
Published: October 2006

AbstractTo determine the effect of retesting on student learning in chemistry, three questions were addressed by means of a 3 × 2 (achievement level X treatment) factorial design: (1) Does retesting affect differently the end‐of‐semester mastery of course objectives of students who are grouped according to their previous achievement in science? (2) Do students who are given an opportunity to take retests merely delay their studying and perform at a lower level on initial tests than nonretested students? (3) Is the procrastination of retested students (if it exists) affected by their achievement level? The results showed that for one of four units low ability students who were retested demonstrated greater learning gains than low ability students who were not retested, and that procrastination, if it was present, did not have significant effects on student learning at any achievement level. Results were discussed in terms of the students' room for improvement, motivation to improve, and ability to improve.
Age and developmental level as antecedents of science learning
Authors: Boulanger F. David , Kremer Barbara K. 
Published: October 2006

AbstractOver the past decade, developmental theory has occupied a central role in science education instructional theory and empirical research. The purpose of the present study is to quantitatively synthesize studies relating age (or grade) and developmental level to science learning among grade 6‐12 students over the 1963‐1978 period. Twenty‐seven studies were reviewed. Annual increments observed in measures of developmental level were consistent with current theory, and annual increments in cognitive achievement were relatively constant over the grade 4‐9 interval. Measures of student ability were found to be better predictors of cognitive achievement than developmental measures; age and grade level were weakly related to developmental level and cognitive achievement, showing only significant correlations across grade levels.
Correlates of formal reasoning: Content and problem effects
Authors: Linn Marcia C. , Pulos Steven , Gans Adrienne 
Published: October 2006

AbstractPiaget's structural theory of formal thought suggests that a general construct of formal reasoning exists. The content of the task and type of problem employed are often ignored in Piagetian based studies but are important for generalizing findings to other studies and to educational problems. The study reported here examines content and problem effects of formal thought in 13‐year‐old adolescents. Specifically, three controlling variables tasks with different content and two question type tests (analysis and controlling questions) were administered to 120 seventh graders. Ability measures and personality dimensions associated with formal reasoning in the literature are used to clarify what formal reasoning is and how content and problem type are involved in formal reasoning. Significant main effects were found for problem and content effects (p = 0.001), and a significant interaction was found between the two (p = 0.001). Across the three tasks general ability, field dependency, and locus of control were consistently and significantly related to the controlling questions. However, only measures of field dependency were related to the analysis questions. Combinations of ability and personality factors were found to be uniquely related to each task, within each question type. Results have implications for a theory of formal thought and the teaching of the controlling variables strategy.
Pictorial presentation and review strategies in science learning
Authors: Alesandrini Kathryn Lutz , Rigney Joseph W. 
Published: October 2006

AbstractTo test the effects of pictorial presentation and a pictorial review task on science learning, all‐verbal or verbal‐pictorial presentation conditions were followed by either pictorial practice or a control task. The 96 undergraduate participants were randomly assigned to one of the four conditions presented on a computer‐assisted instruction terminal. The groups differed significantly on a pictorial recognition test but not on a verbal posttest. The results favored the pictorial presentation with review condition. Experiment Two tested the effectiveness of the pictorial review task compared to a read‐twice control. The same all‐verbal presentation condition was given to 50 undergraduates who were then randomly assigned to the pictorial review task or to the re‐read condition. The pictorial review condition facilitated performance on the pictorial posttest relative to the re‐read condition and produced more favorable attitudes as well.
Effects of academic ability, time allowed for study, and teacher directedness on achievement in a high school science course (ISIS)
Authors: Burkman Ernest , Tate Richard L. , Snyder William R. , Beditz Joseph 
Published: October 2006

AbstractThe simultaneous effects of the two instructional variables of degree of teacher direction (student‐directed versus teacher‐directed) and time allowed for study and the student variable of general ability are described for student achievement in three life‐science instructional modules covering approximately three months. The instructional variables were controlled in this study; that is, high school teachers were randomly assigned to one of six combinations of the student‐directed versus teacher‐directed method variable and the allowed time variable with three levels. Between‐class, within‐class, and between‐student analyses of data for 912 students in 43 classes resulted in a description of effects complicated by the presence of interactions among the three independent variables. For example, there was a disordinal interaction between instructional method and allowed time, so that statements about the relative superiority of the student‐directed and teacher‐directed approaches must be qualified by specification of allowed time. In any event, the estimated differences were modest, suggesting that the factor of possible achievement differences should not be dominant among the many factors considered in selecting an approach. A very modest ordinal aptitude (ability)‐treatment‐interaction (ATI) was also found, although the main effect of ability was quite strong. The allowed time effect suggested the possibility of decreased achievement under some circumstances when allowed time is increased, due perhaps to increased misuse of time and associated disruption.
The development of the image of science and scientists scale
Authors: Krajkovich Joseph G. , Smith Jeffrey K. 
Published: October 2006

AbstractThe Image of Science and Scientists Scale was developed to assess students' attitudes toward science. The instrument items are based on the 1957 summaries presented by Margaret Mead and Rhoda Metraux. The reliability of the instrument, using coefficient alpha, ranged from 0.76 in the pilot to 0.86 in the second phase of the study. Construct validity was obtained by comparing a science‐oriented group versus a random sample to determine if the instrument could discriminate between the groups. With IQ controlled, the science group performed significantly higher (t = 2.58 −p < 0.012). Furthermore, scores in ISSS contributed significantly to the prediction of science grades as determined by multiple regression analysis.
A developmental analysis of certain Piagetian concepts among some Nigerian children
Authors: Ehindero O. J. 
Published: October 2006

AbstractThe concepts of distance, area, and the coordinate reference systems were investigated in relation to the displacement volume task among 300 randomly selected primary and high school children in Nigeria. Piaget and Inhelder (1971) theorized a developmental progression in the acquisition of these concepts among Genevan children, and a number of studies have confirmed pancultural stability in the acquisition of these concepts. Four tasks were used to investigate the acquistion of these concepts developmentally, and the data obtained were analyzed by the chi‐square, Pearson correlation coefficient and the 50% success criterion suggested by Laurendea and Pinard (1962, 1970). The data confirmed Piaget's theorizing but when compared with similar studies in Europe and America (Lovell (1971), Dasen (1972), & Karplus et al. (1977), a “developmental lag” of about two years was observed among the Nigerian Ss. The concept of horizontal decalages was discussed in relation to the data including some implications for science teaching particularly in developing countries.
Student achievement and attitudes in astronomy: An experimental comparison of two planetarium programs
Authors: Mallon Gerald L. , Bruce Matthew H. 
Published: October 2006

AbstractOf the 1100 planetariums in the U.S., approximately 96% are smaller facilities. The majority of these use a program type called the “Star Show”, whereas some have advocated a different type called the “Participatory Oriented Planetarium.” The purpose of this study was to investigate the following question: “In a smaller educational planetarium, with a capacity of between 15–75 people, is a traditional ‘Star Show’ planetarium program, or a ‘Participatory Oriented Planetarium’ program the most effective method of instruction and attitude change?” A large scale investigation was conducted in Pennsylvania, with four smaller replications in Texas, Minnesota, California, and Nevada. In each planetarium, a group of 8–10 year old students were identified and randomly assigned to groups. 556 students were tested. The testing instruments included a paper‐and‐pencil content test and a Likert‐style science opinionnaire. The instructional programs were chosen from existing scripts to avoid bias in their construction. Both programs dealt with constellation study. Correlated t tests were used to compare pretest to posttest scores and two‐way factorial analyses of variance were used to compare the groups' posttest scores. It was concluded that, “The Participatory Oriented Planetarium program, utilizing an activity‐based format and extensive verbal interaction, is clearly the more effective utilization of a small planetarium facility for teaching constellation study and possibly for improving students' attitudes towards astronomy and the planetarium”.
Development and validation of a group test of integrated science processes
Authors: Tobin Kenneth G. , Capie William 
Published: October 2006

AbstractThe paper describes the development and validation of a group test of integrated process skills. The test assesses student performance on a set of twelve objectives related to the generic objective: planning and conducting an investigation. Evidence of content validity, construct validity, and reliability are presented in the paper. A range of generalizability coefficients from 0.77 to 0.98 is reported for specific uses of the 24‐item test. Since the items measure performance on objectives that can be readily translated into classroom activity, the test has direct applicability to classroom based research, and evaluation of instruction. In addition to sound psychometric properties, the Test of Integrated Science Processes is distincitve because it includes a set of interrelated, cumulative objectives which reflect autonomous problem solving.
Relationship between cognitive preferences and achievement in chemistry
Authors: McNaught Carmel 
Published: October 2006

AbstractIn this report the relationships between cognitive preferences and patterns of achievement in chemistry for grade 12 students in Australia are investigated. The results of the study are consistent with the following two general propostions:

Students who develop the cognitive preferences consistent with those implied or stressed by the Higher School Certificate chemistry course tend to perform better on an end‐of‐course achievement examination than do students whose cognitive preferences are not consis tent with these implied preferences.
Higher cognitive preference for a particular preference is positively correlated with performance on the sorts of cognitive tasks implied in that preference.
Information processing psychology: A promising paradigm for research in science teaching
Authors: Stewart James H. , Atkin Julia A. 
Published: October 2006

AbstractThree research paradigms, those of Ausubel, Gagné and Piaget, have received a great deal of attention in the literature of science education. In this article a fourth paradigm is presented—an information processing psychology paradigm. The article is composed of two sections. The first section describes a model of memory developed by information processing psychologists. The second section describes how such a model could be used to guide science education research on learning and problem solving.
Effects of cooperative, competitive, and individualistic learning on students' achievement in science class
Authors: Humphreys Barbara , Johnson Roger T. , Johnson David W. 
Published: October 2006

AbstractThe effects on students' achievement and attitudes of cooperative, competitive, and individualistic instruction were compared in ninth‐grade physical science classes. Forty‐four students were included in the study. Students were randomly assigned to conditions stratifying for sex. The results indicate that cooperative learning experiences promoted greater mastery and retention of the material being taught as well as more positive attitudes toward the experience than did competitive and individualistic learning experiences.
Career education attitudes and practices of K‐12 science educators
Authors: Smith Walter S. 
Published: October 2006

AbstractA random sample of 400 K‐12 science educators who were members of the National Science Teachers Association were surveyed regarding their attitude toward and practice of career education in their science teaching. These science teachers rejected a narrowly vocational view, favoring instead a conception of career education which included self‐perception, values analysis, and vocational skills objectives. The science educators affirmed the importance of career education for a student's education, asserted career education ought to be taught in their existing science courses, and expressed a willingness to do so. Fewer than one‐third of the science teachers, however, reported incorporating career education at least on a weekly basis in their science lessons. The major impediment to including more career education in science teaching was seen to be their lack of knowledge of methods and materials relevant to science career education, rather than objections from students, parents, or administrators; their unwillingness; or their evaluation of career education as unimportant. Thus, in order to improve this aspect of science teaching, science teachers need more concrete information about science career education applications.
The interdependence of language and translational math skills among bilingual hispanic engineering students
Authors: Mestre Jose P. , Gerace William J. , Lochhead Jack 
Published: October 2006

AbstractThe performance of 43 Hispanic engineering and science majors on a task that consists of reading a sentence describing a mathematical relationship between two variables, and then writing an equation describing the relationship, is investigated in both English and Spanish. Results are compared with grade point average and with language proficiency. Comparison of the bilingual group to a monolingual group consisting of 52 engineering and science students shows that performance, as measured by either the mathematical translation task or grade point average, is more strongly correlated with language proficiency for the bilingual group. Clinical interviews conducted with samples from each group reveal large differences in the interpretation of the mathematical task between Hispanics and monolinguals. Suggestions are made for the improvement of the technical education of Hispanics.
More on time series designs: A reanalysis of mayer and Kozlow's data
Authors: Willson Victor L. 
Published: October 2006

AbstractA recent article by Mayer and Kozlow introduces a time series experiment to science education researchers. This article examines in greater detail design considerations and reanalyzes their data using time series analysis.The first applications of time series experimental methodology to science education research were reported by Mayer and Lewis (1979) and by Mayer and Kozlow (1980). This article discusses Mayer and Kozlow's work and presents a reanalysis of their data which is intended to be heuristic, not critical. (All data were supplied by Dr. Mayer and permission was granted to use the data.) Both design and analysis will be examined. It is important to distinguish time series experimental design from time series analysis. The former, as presented by Campbell and Stanley (1966) and detailed by Glass, Willson, and Gottman (1975), is concerned with structuring treatment conditions and observations over time to make causal inferences. Time series analysis is a set of statistical techniques from which an appropriate technique can be selected to analyze collected data in the framework of a time series design. Just as data from in a randomized experiment might be analyzed using a one‐way analysis of variance or a Kruskal‐ Wallis H‐test, data from a time series design may be subjected to several alternative analysis techniques.
Studies on attitude toward teaching science and anxiety about teaching science in preservice elementary teachers
Authors: Westerback Mary E. 
Published: October 2006

AbstractThese studies examined attitude toward teaching science (ATTS) using an adaptation of the Bratt Attitude Test (M‐BAT); anxiety about teaching science (ANX‐TS), as measured by the State‐Trait Anxiety Inventory (STAI A‐State); and selected demographic variables in preservice elementary teachers for the 1977–1978 and 1978–1979 academic years and a follow‐up of those students who completed their student teaching in May 1979. The M‐BAT and STAI were administered in September at the beginning of Science 6 (earth science and biology course), in December on the next to last day of Science 6, in May on the next to the last day of Science 5 (physical science), and in May 1979 after student teaching. In the two academic years, both ATTS and ANX‐TS became more positive during the sequence Science 6‐5. Both changes in ATTS and ANX‐TS continued to change in a positive direction after completion of Science 6‐5, after student teaching. There were differences in the times that the greatest changes in ATTS and ANX‐TS occurred. In both studies, the greatest change in ATTS took place between September and December, during Science 6. The greatest change in ANX‐TS, however, took place during Science 5 between December and May in the 1977–1978 study. In the 1978–1979 study, the greatest changes in ANX‐TS occurred in Science 6, between September and December. The delayed reduction of ANX‐TS in the 1977–1978 study may be explained by differences in teaching patterns. In 1977–1978, two teachers taught only their academic specialty, biology or earth science, to students who switched teachers midsemester. In 1978–1979, the same two instructors taught both biology and earth science to the same students. Correlation coefficients for successive and corresponding administrations of both the M‐BAT and STAI suggest these variables are related. Students with more positive ATTS tended to have reduced ANX‐TS. Neither the number of high school or college science and math courses completed nor the level of enjoyment of these courses appears to be related to ATTS or ANX‐TS for the initial administration of the M‐BAT and STAI. Closer examination of data, however, indicates that students with negative ATTS and high ANX‐TS were fairly evenly divided in their enjoyment of mathematics, while students with positive ATTS and low ANX‐TS enjoyed math in a 3:1 like/dislike ratio. The relationship between both ATTS and ANX‐TS and achievement is reasonalbly consistent for Science 6. In Science 5, however, the relationship between ATTS and achievement is inconsistent and there is no indication of a relationship between achievement and ANX‐TS.