bluuebunny/crossref_metadata_2025_split huggingface dataset:
A comparative analysis of noss profiles on nigerian and American preservice, secondary science teachers
Authors: Cobern William W. 
Published: October 2006

AbstractIn this study American preservice science TEACHERS' responses on Kimball's Nature of Science Survey (NOSS) were used as a basis for analyzing the sense of the nature of science held by a group of Nigerian preservice science teachers. From an item‐by‐item comparison two salient differences were noted. These differences are quite interesting and important, and one would expect to see replication attempts in the near future. The primary difference was that the Nigerian students were much more inclined to see science as a way of producing useful technology. Given the national interests of a developing nation this is an understandable perception and one common among government policy makers. Nevertheless, it is a view with potential long‐range dangers if this view of science is effectively transferred from teacher to student. For example, such a view is likely to raise false expectations in the general population, which when not achieved could result in widespread rejection of science. The second distinctive of the Nigerian students' sense of the nature of science had to do with the openness of science. These students perceived scientists as nationalistic and secretive about their work. This finding is troubling and indicates an important line of investigation: What image of science, especially Western science, is carried in the international media? How is that image understood in non‐Western nations? What are the implications for international scientific cooperation?
Enhancing student achievement through computer‐generated homework
Authors: Milkent Marlene M. , Roth Wolff‐Michael 
Published: October 2006

AbstractThe purpose of this study was to investigate the effects of interactive computer‐generated homework on student achievement. Of two sections of Physical Science I, one received homework via the computer; the other received printed, equivalent homework assignments. The results of this study indicate that the use of drill‐and‐practice computer homework minimizes differences among students with a corresponding decrease in the correlation between posttest scores and entry‐level combined ACT science and mathematics scores. The results also support the basic assumption of mastery learning that appropriate instruction will decrease the relationship between aptitude and achievement.
Success of students in a college physics course with and without experiencing a high school course
Authors: Yager Robert E. , Krajcik Joseph S. 
Published: October 2006

AbstractHigh school students with high ability were enrolled in a standard college physics course for each of two summers with the same professor, same course outline, same textbook, same laboratories, and the same examinations. Half of each group had completed a high school physics course; half had not. Dormitory counselors were available for assistance and support. In addition, tutors were available in the laboratories to provide any help necessary with interpretation of lectures and performances in the laboratory, and with mathematical computation. Pre‐ and posttest measures concerning course content and attitude were given. After the eight‐week summer instruction, the students who had not completed high school physics performed as well on the final course examination; there were no differences with respect to course grade or attitude toward physics. The group that had not completed high school physics used the tutors provided far more frequently than did students who had completed the high school course. When high‐ability students are enrolled in college physics with tutors made available for needed assistance, there appears to be no advantage for students to complete the standard high school physics course.
The effects of advance organizer and prerequisite knowledge passages on the learning and retention of science concepts
Authors: Healy Vivian C. 
Published: October 2006

AbstractFifty‐five ninth‐grade science students participated in this study which compared the effects of two pretreatments, an advance organizer and a prerequisite knowledge passage, on learning and retention measured at low (knowledge and comprehension) and high (application and analysis) levels of the cognitive domain. The effectiveness of the pretreatments was measured by a framework test and a prerequisite knowledge test prior to the beginning of instruction. An analysis of covariance, with IQ as the covariate, was performed on the framework test and the prerequisite knowledge test. It was found that the advance organizer group performed significantly better than the prerequisite knowledge group (p < 0.001) on the first framework test, and the prerequisite knowledge group performed significantly better (p < 0.001) than the advance organizer group on the prerequisite knowledge test. These results provide evidence that both passages were read and understood by the students and that the passages had their intended effects as preinstructional treatments. An analysis of covariance, with IQ as the covariate, was performed on the low‐level questions, high‐level questions, and total score for the posttest and retention test. The group means for the two question levels and the total score were not found to be significantly different (p > 0.05) for either the posttest or retention test. The results of this study do not provide evidence that an advance organizer facilitates learning and retention more than a preinstructional treatment that concentrates on developing prerequisite knowledge.
Home and school contributions to science achievement in elementary schools in israel
Authors: Zuzovsky Ruth , Tamir Pinchas 
Published: October 2006

AbstractThis article reexamines the relative status of “school variables” versus “home variables” in explaining the variance in science achievement, based on data from Israeli elementary schools in 1984. The contribution of school variables was found to be “subject specific”—larger in subjects taught in school and less dependent on general ability, and “system specific”—larger in low socioeconomic schools and small in high socioeconomic schools.
An assessment of the quantitative skills of students taking introductory college biology courses
Authors: Marsh Jeffrey F. , Anderson Norman D. 
Published: October 2006

AbstractTwenty‐three mathematical competencies were identified and a 46‐item multiple choice test was developed to measure the extent to which students entering introductory college biology courses possessed these competencies. Students enrolled in semester‐long introductory courses for science majors and non‐science majors were given the test at the beginning and end of the courses. The relationships between the mathematical competencies possessed by students at the beginning of the semester and 15 variables dealing with student characteristics were examined. Also investigated was the relationship between test scores and the type of mathematics courses taken during the semester students were enrolled in the introductory biology courses.
What does it mean to be an exemplary science teacher?
Authors: Tobin Kenneth , Fraser Barry J. 
Published: October 2006

AbstractIn order to provide a refreshing alternative to the majority of research reports, which malign science education and highlight its major problems and shortcomings, a series of case studies of exemplary practice was initiated to provide a focus on the successful and positive facets of schooling. The major data‐collection approach was qualitative and involved 13 researchers in hundreds of hours of intensive classroom observation involving 20 exemplary teachers and a comparison group of nonexemplary teachers. A distinctive feature of the methodology was that the qualitative information was complemented by quantitative information obtained from the administration of questionnaires assessing student perceptions of classroom psychosocial environment. The major trends were that exemplary science teachers (1) used management strategies that facilitated sustained student engagement, (2) used strategies designed to increase student understanding of science, (3) utilized strategies that encouraged students to participate in learning activities, and (4) maintained a favorable classroom learning environment.
Motivation and studying in high school science
Authors: Nolen Susan Bobbitt , Haladyna Thomas M. 
Published: October 2006

AbstractThree groups of high school science students (college‐bound and non‐college‐bound freshmen, college‐bound juniors and seniors) completed surveys measuring their beliefs in the utility of four kinds of study strategies, three types of motivational orientation to science (task orientation, ego orientation, and work avoidance), their reported ability, and attitude toward science. Results indicated that belief in the usefulness of strategies requiring deep processing of information was more strongly positively related to task orientation than to ego orientation in all groups. For the younger groups only, task orientation was positively related to belief in the utility of surface‐level strategies (e.g., rote memorization of facts). Task orientation proved to be the best predictor of student beliefs in deep‐processing strategies, above and beyond that explained by perceived ability and interest in science. The implications of these findings for the current and future goals of science educators are discussed.
Cognitive development and problem solving of Afro‐American students in chemistry
Authors: Atwater Mary M. , Alick Bonita 
Published: October 2006

AbstractThe aims of this study were to investigate the level of cognitive development of Afro‐American students enrolled in general chemistry courses at the college level and to determine the strategies used by both successful and unsuccessful Afro‐American students in solving specific types of stoichiometric problems. It was found that the choice of a strategy is not significantly related to cognitive development of the student in specific types of stoichiometric problems. However, the following trend was noted: Students who are formal‐operational in thought are more likely to be successful when solving mole‐volume problems and complex mole‐mole problems than are their concrete‐operational counterparts. Additionally, a systematic strategy proved to be successful for the students, regardless of the cognitive development, when balancing simple and complex chemical equations. Also, algorithmic/reasoning strategies were needed to solve the mole‐volume problem. A higher level of cognitive development and reasoning may be crucial factors in solving the more sophisticated types of problems in stoichiometry.
Social stratification and science education: A longitudinal analysis, 1981–1986, of minorities' integration into the scientific talent pool
Authors: Mulkey Lynn M. , Ellis Ronald S. 
Published: October 2006

AbstractIt is common knowledge that scientists are those persons who have the unique attributes required to perform in the role, but contrary to what is widely believed, scientists might also be those who have had access to resources of which other members of the population have been deprived. This study investigates the effectiveness of interventions designed to mediate the negative influence of ascription (race and ethnicity) on the scientific talent pool (students having interest and ability in science). Minorities refers to participants representing the major ethnic and racial groups in the New York City school system: Blacks and Hispanics. Cross‐tabulations showed that urban underachieving public high school students take significantly more mathematics and science classes, more frequently graduate from high school and more often enroll in college as compared with students of the same population, who were not exposed to the program. These findings on the effectiveness of tutoring, career counseling, exposure to industrial and academic research sites and to scientist role models, and after‐school and weekend classes in mathematics and science, reinforce the observations of Thomas (1986) of the importance of prerequisites for increasing participation of minorities in the natural and technical sciences and mathematics. They extend knowledge of factors which lessen the effects of ascription on educational attainment, and which promote meritocratic conditions for achieving a scientific occupation.
Accelerating the development of formal thinking in middle and high school students
Authors: Adey Philip , Shayer Michael 
Published: October 2006

AbstractIn an attempt to accelerate the development of formal operations in average young adolescents, intervention lessons relating to all formal schemata were designed in the context of school science courses. Over a period of two years, up to 30 intervention lessons were given by science teachers to their classes in eight schools. Boys who started the program aged 12+ showed a pre‐posttest effect size on Piagetian tests of 0.89 SD compared with control classes. In terms of British norms for the development of operational thinking this was a mean change from the 51st to the 74th percentile. Neither the middle school students nor the 12+ girls showed greater gain than the controls. Gains were shown by girls in one 11+ class and in the two 11+ laboratory classes. In the laboratory school students given intervention lessons by the researchers maintained their gains over controls in formal operations at a delayed posttest one year after cessation of the program. There was no effect on tests of science achievement during the intervention. It was argued that the interventions needed to be accompanied by in‐service training designed to enable teachers to change their teaching style in line with their students' increased operational thinking capacity.
A study of student perceptions of physics teacher behavior
Authors: Brekelmans Mieke , Wubbels Theo , Créton Hans 
Published: October 2006

AbstractThis study investigates student perceptions of the behavior of physics teachers in relation to some other variables in the classroom situation. The research was carried out as a Dutch option of the Second International Science Study. Data were gathered in 65 classrooms of physics teachers with pupils 15 years old. Some of the teachers (21) used the new PLON curriculum and the others a traditional one. Student perceptions of teacher behavior were measured with a questionnaire based on the interpersonal theory of Leary (1957). The aspect of behavior measured is called interactional teacher behavior. We found remarkably high correlations between student perceptions of teacher behavior and affective outcomes such as appreciation of the lessons and motivation for the subject matter. Also, the correlations with cognitive outcomes measured with a standardized international test were significant. It appears that some differences exist between teacher behaviors that are favorable for high cognitive outcomes and behaviors favorable for high affective outcomes in physics lessons. Hardly any differences were found in teacher behavior between teachers using the traditional and the new physics curriculum.
Attaining meaningful learning of concepts in genetics and ecology: An examination of the potency of the concept‐mapping technique
Authors: Okebukola Peter Akinsola 
Published: October 2006

AbstractStudies have shown that in their study of biology, students perceive genetics and ecology to be difficult areas to learn. This has translated into rote learning of genetics and ecological concepts and reflected in poor performance in tests involving these concepts. Considering the importance of genetics and ecology to man's understanding of himself and his environment, there is a need to inquire into ways of ensuring that students attain meaningful learning of genetics and ecology rather than learning by rote. The efficacy of the concept‐mapping strategy was tried out in this study with 138 predegree biology students. The results showed that the 63 students in the experimental group who employed the concept‐mapping technique performed significantly better on the test of meaningful learning in genetics, t(136) = 16.01. p < 0.001, and ecology, t(136) = 12.27, p < 0.001, than their control group counterparts (N = 75). The implications of these results for teacher education in biology are addressed in the article.
Learning to control variables: Main effects and aptitude treatment interactions of two rule‐governed approaches to instruction
Authors: Ross John A. 
Published: October 2006

AbstractThe study investigated the relative effectiveness of two rule‐governed approaches to teaching children how to control variables. In the elaborative‐rules treatment students were given a mnemonic to stimulate recall of three elements of a well‐designed experiment: causes, effects, and controls. In the organized‐rules treatment students were given a well‐organized set of six rules that provided detailed direction with respect to the same three elements of an experiment. Intact classes of grade‐5 students (n = 283 students) were randomly assigned to two treatments and a control condition consisting of existing teacher practice; after four weeks control‐group classes were reassigned to the rules treatments. Student achievement was observed prior to the implementation of conditions, after instruction, and three months later. Both rules treatment outperformed traditional instruction. The organized‐rules method was slightly more effective overall, but the elaborative‐rules approach had a slightly greater benefit for two groups which tend to be disadvantaged in science achievement: females and field‐dependent students.
Toy‐playing behavior, sex‐role orientation, spatial ability, and science achievement
Authors: Tracy Dyanne M. 
Published: October 2006

AbstractThe purpose of this correlational study was to examine the possible relationships among children's extracurricular toy‐playing habits, sex‐role orientations, spatial abilities, and science achievement. Data were gathered from 282 midwestern, suburban, fifth‐grade students. It was found that boys had significantly higher spatial skills than girls. No significant differences in spatial ability were found among students with different sex‐role orientations. No significant differences in science achievement were found between girls and boys, or among students with the four different sex‐role orientations. Students who had high spatial ability also had significantly higher science achievement scores than students with low spatial ability. Femininely oriented boys who reported low playing in the two‐dimensional, gross‐body‐movement, and proportional‐arrangement toy categories scored significantly higher on the test of science achievement than girls with the same sex‐role and toy‐playing behavior.
The preservice microteaching course and science teachers' instructional decisions: A qualitative analysis
Authors: Gess‐Newsome Julie , Lederman Norman G. 
Published: October 2006

AbstractThe purpose of this investigation was to qualitatively investigate the effects of a microteaching course on preservice science teachers' perceptions of teaching, instructional decisions, and changes in beliefs which occur throughout the course. A total of 17 preservice teachers constituted the sample for this investigation. In addition to viewing and self‐critiquing the videotapes of their lessons, students received both oral and written feedback from peers and instructors. Subjects were also required to complete a reaction questionnaire concerning their beliefs/perceptions prior to the first presentation as well as following each of the four required presentations. Systematic comparisons among students' self‐critiques and reaction questionnaires yielded a total of 12 categories of concerns/beliefs about teaching. These categories pertained to either “Concerns for Self” or “Concerns for Students.” Although the subjects appeared to proceed through a developmental process beginning with concerns for self and moving toward concerns for students, analyses of subjects' comments about students revealed that such remarks were actually egocentric. Additionally, the data indicated that preservice teachers view planning as a complex, two‐component process (i.e., the physical act of writing a plan and the subsequent mental rehearsal of that plan.).
The effect of videotape and written channels of communication on the science attitudes of preservice elementary teachers
Authors: Demers Susan Campbell , Shrigley Robert L. 
Published: October 2006

AbstractThe purpose of this study was to assess the effect of two channels of communication on attitude change in preservice elementary teachers toward the teaching of science. A science attitude scale was administered as a pretest, posttest, and retention test to 66 preservice elementary school teachers. One analysis of variance for repeated measures was conducted. It was found that videotape and written channels of communication were equally effective in science attitude change.
Effects of group size, gender, and ability grouping on learning science process skills using microcomputers
Authors: Berge Zane L. 
Published: October 2006

AbstractWhat are the effects of group size (individuals, pairs, and quads of students), gender, and ability grouping of 245 seventh‐ and eighth‐grade students on achievement within an environment that uses microcomputers as tools in learning science process skills? A split‐plot, multivariate factorial design was used to analyze the above factors and interactions among the factors. Analyses indicated that the only statistically significant result was a main effect on ability for the two response variables measured in the study. Major conclusions included: (1) teams of two and four members working together solved problems as effectively as individuals, (2) the lessons and procedures implemented in the manner described generated a gender‐neutral achievement outcome in science, and (3) microcomputer, using a file‐management program and structured activities, can be used as a tool to promote student learning of science process skills.
A causal analysis relating previous achievement, attitudes, discourse, and intervention to achievement in biology and chemistry
Authors: Gooding C. Thomas , Swift J. Nathan , Schell Robert E. , Swift Patricia R. , McCroskery James H. 
Published: October 2006

AbstractThis study described the relationship of 38 variates to achievement in high school biology and chemistry classes. Forty‐four teachers prepared audio tape recordings of discussions throughout a nine‐month period. Equal‐sized groups received treatment consisting of wait time feedback and/or supportive intervention, a form of peer coaching. Other variables were initial measures, which included the variates of class size and previous science grade, pre‐ and posttest scores on student attitudes and perceptions, and prediscourse and discourse analyses, which included the variates of wait times, actions, and response durations. While previous research has shown that wait time feedback and supportive intervention are effective means of changing teacher behavior, the results of the present study revealed that previous student achievement and the attitudes of students accounted for 70% of the variation in the final examination scores (New York State Regents) on the basis of only the first three weeks of data collection on the variables assessed. Generally, little emphasis on higher‐level thinking, wait time, or problem solving was found at the beginning of the school year, and only minimal changes resulted from the application of the treatment variables. Pressures for content coverage and preparation for externally imposed statewide examinations that emphasize memory‐level learning augured against the changes that the independent variables were designed to produce.