bluuebunny/crossref_metadata_2025_split huggingface dataset:
Student use of test‐wiseness strategies in solving multiple‐choice chemistry examinations
Authors: Towns Marcy Hamby , Robinson William R. 
Published: October 2006

AbstractTest‐wiseness strategies used by 11 general chemistry students as they answered a 15‐item multiple‐choice examination were investigated using a think‐aloud technique. A coding scheme based on a published classification of test‐wiseness strategies was developed and transcripts were coded using the scheme. Finally, the frequency of each type of strategy that appeared was tabulated. The most common strategies were those that did not compromise the validity of the examination: error avoidance, elimination of incorrect responses, checking responses, and optimal time management. A less common set of strategies helped students gain points beyond those for specific content knowledge. These include deductive reasoning strategies such as similar options, opposing options, absurd options, and an umbrella term. This evidence further supports the idea that test‐wiseness strategies are independent of subject area. Excerpts from the transcripts illustrate the strategies employed and support the idea that students be required to write justifications for responses to multiple‐choice items (Tamir, 1990).
Secondary science teachers' knowledge base when teaching science courses in and out of their area of certification
Authors: Sanders Linda R. , Borko Hilda , Lockard J. David 
Published: October 2006

AbstractThis study examined the similarities and differences in experienced secondary science teachers' planning, teaching, and reflecting on their teaching, when teaching in their science area of certification and when teaching in another science area. The study also focused on the influence of these teachers' content knowledge, pedagogical knowledge, and pedagogical content knowledge on their planning, teaching, and reflecting. Experienced teachers were observed and interviewed while teaching classes in their science area of certification, and in another science area they were teaching for the first or second time. Both similarities and differences in teaching were found in the two areas for all three teachers. For example, their planning and postlesson reflections were similar in both areas. In the interactive phase of teaching more differences were observed. Many aspects of their teaching resembled that of expert teachers in other studies. In the unfamiliar science area, the teachers sometimes acted like novice teachers. However, they were able to draw upon their pedagogical knowledge to provide a framework for their teaching in both science areas. Their wealth of pedagogical knowledge, and pedagogical content knowledge for general science topics, seemed to sustain them in whatever content they were teaching. Recommendations for further study and implications for teacher education are discussed.
“progressive problemshifts” between different research programs in science education: A lakatosian perspective
Authors: Niaz Mansoor 
Published: October 2006

AbstractGiven the importance of epistemology and philosophy of science, the Lakatos (1970) methodology is particularly suited to evaluate competing research programs in science education. This article has two objectives: (a) to evaluate critically the interpretations of Gilbert and Swift (1985) and Rowell and Dawson (1989), and (b) to postulate a progressive problemshift between Piaget's epistemic subject and Pascual‐Leone's metasubject. Regarding the Gilbert and Swift interpretation, it is concluded that the alternative conceptions movement at its present stage of development cannot explain the previous success of its rival (Piagetian school) nor supersede it by a further display of heuristic power as required by Lakatos. If we accept the Rowell and Dawson thesis it would amount to the postulation of Piagetian and integrated (Piagetian and schema) theories as rival research programs. It appears that the Rowell and Dawson approach would enrich Piagetian theory with descriptive content rather than explanatory constructs, and thus would not lead to a progressive problemshift. It is concluded that Pascual‐Leone's theory extends Piaget's negative heuristic by introducing antecedent variables, and at the same time enriches the positive heuristic by introducing metasubjective task analysis, which leads to a progressive problemshift.
Do middle school life science textbooks provide a balance of scientific literacy themes?
Authors: Chiappetta Eugene L. , Sethna Godrej H. , Fillman David A. 
Published: October 2006

AbstractFour themes of scientific literacy have been synthesized to analyze science textbooks for this purpose: (a) science as a body of knowledge, (b) science as a way of investigating, (c) science as a way of thinking, and (d) the interaction among science, technology, and society (STS). The intercoder agreement between two researchers who coded the units of analysis for the four themes was high. The life science textbooks examined in this study seem to stress two aspects of scientific literacy—science as a body of knowledge and science as a way of investigating. These textbooks devote practically no text to science as a way of thinking. Very little text is devoted to the interaction of science, technology, and society. There was at least one chapter in each textbook that addressed the nature of science and its relationship to life science. Most of the analyzed textbooks present the stereotypical steps of the scientific method and do not provide a balance of scientific literacy themes.
Piaget: Only the Galileo of cognitive development? Comment on Niaz and Lawson on genetic epistemology
Authors: Shayer Michael 
Published: October 2006

AbstractNiaz argued for the “epistemic subject” as an “ideal knower,” with never a mention of logic—only of science understanding. Lawson identifies the epistemic subject as “pure logical reasoner”—a “straw man.” Net result: no meeting of minds, and little light shown on Piaget. Both fail to present the constructivist Piaget who, as far as he went, did resolve the contextual knowledge/abstract reasoning dilemma.
The presentation of gas properties in chemistry textbooks and as reported by science teachers
Authors: De Berg Kevin C. , Treagust David F. 
Published: October 2006

AbstractThe presentation of gas properties in terms of the qualitative–quantitative mode and gas law sequence is examined by means of an analysis of 14 chemistry textbooks used in Australian secondary schools and of questionnaires on teaching approaches completed by 104 secondary science teachers. The findings indicate that current pedagogic practice involves minimal use of the qualitative relationships of the gas laws and moderate use of a simple‐to‐complex sequence. Given the conceptual complexity of the gas laws, the authors support a presentation approach with increased use of qualitative exercises and, in the initial stage at least, the use of a complex‐to‐simple model where the interrelationships among the gas laws are easier to establish.
Translation of representations of the structure of matter and its relationship to reasoning, gender, spatial reasoning, and specific prior knowledge
Authors: Keig Patricia F. , Rubba Peter A. 
Published: October 2006

AbstractThe purpose of this study was to characterize high school chemistry students' ability to make translations between three representations of the structure of matter, and to determine the degree to which the students' ability to make these translations is related to reasoning ability, spatial reasoning ability, gender, and specific knowledge of the representations. Translation between formula, electron configuration, and ball‐and‐stick model representations of matter were chosen for study because of their promise for adding to knowledge of students' conceptual ecology, and because they may be of practical use for teaching and evaluation in chemistry classrooms. Representations have the characteristic that they embed selected details of the relevant concept or principle, but permit other details to fade. As one example, the chemical formula for water, H2O, explicitly conveys the identity of the constituent elements and their ratio, but does not explicitly convey the bond angle or whether the bonds are single or double. On the other hand, the ball‐and‐stick model of water explicitly conveys the bond angle and bond orders, but does not emphasize the ratio of the elements. Translation between representations is an information processing task, requiring understanding of the underlying concept to the extent that the individual can interpret the information provided by the initial representation and infer the details required to construct the target representation. In this study, the use of the translations of representations as an indicator of understanding of chemical concepts is developed in terms of (a) its relationship to four variables associated with achievement in chemistry, (b) specific representation error types, and (c) its utility in revealing details of students' conceptions and concept formation. Translation of representation performance was measured by administering, audio recording, transcribing, and scoring individual, task‐based, think‐aloud interviews. The associated interview schedule was entitled Translation of Representations—Structure of Matter [TORSOM]. Reasoning ability was measured by the Group Assessment of Logical Thinking—short form (GALT‐s), spatial reasoning ability by the spatial reasoning subtest of the Differential Abilities Test (SRDAT), and prior knowledge of the representations by a test developed by the first researcher (Knowledge of Representations—Structure of Matter). When each of the hypothetical correlates were regressed on TORSOM individually, results indicated the KORSOM and GALT‐s but not gender or SRDAT were statistically significant (alpha = .05). The two‐predictor model accounts for 28% of the variance in the TORSOM scores. Representation error types are described and exemplified.
College students' conceptualizations of nature: An interpretive world view analysis
Authors: Cobern William W. 
Published: October 2006

AbstractThe research reported in this article addressed the fundamental question, What do students believe about the nature of the world around them? The research specifically addressed college students' fundamental beliefs about nature, that is, the natural world. Data were collected via semistructured interviews involving a set of elicitation devices used to encourage students to talk about the natural world. The analysis of interview transcripts yielded inferences about student fundamental beliefs based on logicostructural world view theory. These beliefs are presented in the form of a concept map and characterized by a set of bipolar descriptive codes: naturalism and religion; chaos and order; mystery and knowledge; function and purpose; mundane and special; science/no science. Perhaps the most intriguing observation of the study was science's apparent lack of influence on students' beliefs about nature even though these students had been successful in college level science courses.
A flow‐map method of representing cognitive structure based on respondents' narrative using science content
Authors: Anderson O. Roger , Demetrius Olive J. 
Published: October 2006

AbstractIncreasing interest in science education research has focused on ways of representing cognitive structure in graphical and quantitative terms. A method is presented for displaying the sequential and multirelational ideation of scientific narrative elicited from respondents. The flow map provides a figural representation of the flow of information, the points in the flow where multirelational and recurrent linkages are made, and the time required to retrieve and express the information at major intervals in the sequence and in total. In keeping with constructivist models of information analysis, the elicitation of responses requires minimal intervention by the interviewer, and flow‐map representation requires low inference for its construction, providing a convenient diagram of the sequential and multirelational thought patterns expressed by the respondent. The method is illustrated by analyzing interviews from students varying in academic achievement under two interview conditions that varied in emphasis on recall of multiple relationships. The illustrative data show that students of increasing academic ability produce flow maps of more complex patterns with more cross‐relational linkages. These kinds of linkages, on the whole, increase with increased emphasis in the interview on recall of relationships.
The effects of an interactive dissection simulation on the performance and achievement of high school biology students
Authors: Kinzie Mable B. , Strauss Richard , Foss Jean 
Published: October 2006

AbstractEducators, administrators, and students are reevaluating the value of animal dissection in the classroom and are taking a careful look at instructional alternatives. This research is an attempt to examine the performance, achievement, and attitudinal effects of a dissection alternative, an interactive videodiscbased (IVD) simulation, in two ways: as a substitute for dissection and as a preparatory tool used prior to dissection. Sixty‐one high school students enrolled in three general‐ability high school biology classes participated in this research over a 4‐day period. On the substitution issue, findings suggest that the IVD simulation was at least as effective as actual dissection in promoting student learning of frog anatomy and dissection procedures. On the preparation issue, it was found that students using the IVD simulation as a preparation performed a subsequent dissection more effectively than students receiving no preparation and more effectively than students viewing a videotape as preparation. Students using the IVD simulation as preparation also learned more about frog anatomy and dissection procedures than those who dissected without preparation. Students in all groups evidenced little change in attitudes toward dissection. All students reported a significant gain in dissection self‐efficacy, but no between‐group differences were found. Findings are discussed relative to their implications for educational practice and future research.
A study of culturally syntonic variables in the bilingual/bicultural science classroom
Authors: Barba Robertta H. 
Published: October 2006

AbstractThe purpose of this study was to conduct a needs assessment of bilingual/bicultural elementary science classrooms in order to determine if the current instructional environment addresses the educational needs of Hispanic/Latino children. This study examined 57 randomly selected elementary bilingual/bicultural science classrooms in a large metropolitan area of the southwestern United States in terms of culturally syntonic variables (i.e., culture‐of‐origin beliefs and/or practices that impact the teaching/learning process). Findings from this study indicate that Hispanic/Latino children are receiving science instruction: (a) with culturally asyntonic printed materials, teaching strategies, and supplementary materials, (b) in classrooms that do not use the child's native language, familia learning groups, peer tutoring, or manipulative materials, and (c) with oral and verbal instruction that lack culturally syntonic role models, examples, analogies, and elaborations. Findings from this study imply that changes are needed in pre‐service and in‐service teacher training, in science textbook formats, and in the scope and focus of elementary school bilingual/bicultural science curriculum and instructional strategies.
Effect of cooperative learning strategies on student verbal interactions and achievement during conceptual change instruction in 10th grade general science
Authors: Lonning Robert A. 
Published: October 2006

AbstractThis study evaluated the effects of cooperative learning on students' verbal interaction patterns and achievement in a conceptual change instructional model in secondary science. Current conceptual change instructional models recognize the importance of student–student verbal interactions, but lack specific strategies to encourage these interactions. Cooperative learning may provide the necessary strategies. Two sections of low‐ability 10th‐grade students were designated the experimental and control groups. Students in both sections received identical content instruction on the particle model of matter using conceptual change teaching strategies. Students worked in teacher‐assigned small groups on in‐class assignments. The experimental section used cooperative learning strategies involving instruction in collaborative skills and group evaluation of assignments. The control section received no collaborative skills training and students were evaluated individually on group work. Gains on achievement were assessed using pre‐ and posttreatment administrations of an investigator‐designed short‐answer essay test. The assessment strategies used in this study represent an attempt to measure conceptual change. Achievement was related to students' ability to correctly use appropriate scientific explanations of events and phenomena and to discard use of naive conceptions. Verbal interaction patterns of students working in groups were recorded on videotape and analyzed using an investigator‐designed verbal interaction scheme. The targeted verbalizations used in the interaction scheme were derived from the social learning theories of Piaget and Vygotsky. It was found that students using cooperative learning strategies showed greater achievement gains as defined above and made greater use of specific verbal patterns believed to be related to increased learning. The results of the study demonstrated that cooperative learning strategies enhance conceptual change instruction. More research is needed to identify the specific variables mediating the effects of cooperative learning strategies on conceptual change learning. The methods employed in this study may provide some of the tools for this research.
Alternative assessment of high school laboratory skills
Authors: Doran Rodney L. , Boorman Joan , Chan Fred , Hejaily Nicholas 
Published: October 2006

AbstractThe purpose of this study was to develop and validate instruments that will assess the laboratory skills of students completing high school science courses. In each of the science areas (biology, chemistry, and physics), tests were developed around six laboratory tasks. Each test used a two‐part format with a total time of 80 minutes. Students had to plan an investigation, collect and organize appropriate data, and formulate conclusions based on calculations and graphs. A different test was developed for 12th‐grade students not enrolled in a science course. This test consisted of a series of stations where students conducted a short activity that was presented to them. Over 1000 students from 32 Ohio schools formed the sample for this study. Data are presented by skill and by task. In addition, analysis for gender and school effects is included.
Physics students' understanding of relative speed: A phenomenographic study
Authors: Walsh E. , Dall'Alba G. , Bowden J. , Martin E. , Marton F. , Masters G. , Ramsden P. , Stephanou A. 
Published: October 2006

AbstractIt is important that students of physics develop both quantitative and qualitative understanding of physical concepts and principles. Although accuracy and reliability in solving quantitative problems is necessary, a qualitative understanding is required in applying concepts and principles to new problems and in real‐life situations. If students are not able to understand what underlies quantitative problem‐solving procedures nor interpret the solution in physical terms, it is questionable whether they have developed an adequate understanding of physics. The research reported here is part of a larger phenomenographic study that is concerned with the assessment of physics students' understanding of some basic concepts and principles in kinematics. In this article students' understanding of the concept of relative speed is described. A variety of ways of understanding relative speed and of viewing a problem that dealt with this concept were uncovered. The results are used to suggest ways for teachers to proceed in assisting students to enhance their understanding of this concept. The teaching principles outlined concern both teaching relative speed, in particular, and teaching scientific concepts and principles, more generally.
Understanding the generative capacity of analogies as a tool for explanation
Authors: David Wong E. 
Published: October 2006

AbstractPsychological studies have typically portrayed analogical reasoning as a process of schema transfer from a familiar domain of understanding to a problem situation. These studies have usually examined analogical reasoning in contexts where (a) individuals possess or have been provided with appropriate, problem‐specific schema, (b) the nature of the problem and/or solution is fairly well defined, and (c) ideal analogies are provided or suggested by an outside source. This study examines analogical reasoning in contexts where understanding is generated from loosely organized, incomplete prior knowledge rather than transferred from a well‐structured domain of understanding. In addition, participants were asked to create, apply, and modify their own analogies—as opposed to applying a given analogy—as a heuristic for constructing, evaluating, and modifying their explanations for a particular scientific phenomena. The results provide empirical support for the generative properties of analogies; that is, analogies can stimulate new inferences and insight. Furthermore, under specific conditions, individuals can productively harness the generative capacity of their own analogies to advance their conceptual understanding of scientific phenomena.
Preconceptions and relations used by children in the construction of food chains
Authors: Gallegos Leticia , Jerezano Maria E. , Flores Fernando 
Published: October 2006

AbstractThis study shows two aspects: the predator–prey relations and the preconceptions held by children (9–10 years old) on the construction of food chains. The subjects of the study were 506 fourth‐, fifth‐, and sixth‐grade children from the Mexican education curriculum. The conclusions are based on a single application of an instrument after a lecture in the classroom. The instrument consists of three tasks. The outcome showed that the classification of herbivorous and carnivorous is based in children's preconceptions of size and ferocity. These preconceptions guide the children's selection of the higher‐level predator in the construction of a food chain. Another element used by children is the predator‐prey relation in the construction of a food chain. The results shed light on the difficulties students have at higher education levels in the resolution of food webs and the relationships with ecosystems.