bluuebunny/crossref_metadata_2025_split huggingface dataset:
Relationships between formal reasoning ability, locus of control, academic engagement and integrated process skill achievement
Authors: Tobin Kenneth G. , Capie William 
Published: October 2006

AbstractTwelve pupils from each of thirteen middle school science classes participated in the study. Measures were obtained for each pupil on nine engagement modes. Two engagement measures, attending and generalizing, together with formal reasoning ability, were related to process skill achievement and retention. Formal reasoning ability was the strongest predictor of process skill achievement and retention, accounting for approximately 36% of the variance in each case. Formal reasoning ability and locus of control were each correlated with specific engagement modes. Formal reasoning ability was positively related with rates of generalizing and comprehending. Locus of control was significantly related with rates of attending and total engagement.
Cognitive preferences and creativity: An exploratory study
Authors: Tamir Pinchas , Penick John E. , Lunetta Vincent N. 
Published: October 2006

AbstractCognitive preference, a cognitive style acquired through life and learning experiences and representing a distinct orientation to the processing of information, is related to creativity in this study. Significant correlations were observed between cognitive preference and verbal creativity but not with figural creativity as measured by the Torrance Test of Creative Thinking.
Naturalistic case studies exploring social‐cognitive mechanisms, and some methodological issues in research on problems of teachers
Authors: Easley J. A. 
Published: October 2006

AbstractThe argument is advanced that research could be more effective for use by teachers and simultaneously more scientific, in the sense that it would emulate the historical process of the development of quantitative science, if it were (1) of the form referred to as naturalistic case studies and (2) oriented toward discovering the cognitive and social interaction mechanisms that underlie the learning processes in classrooms. The limitations of individual case studies of children with difficulties learning in school are examined and some practical approaches to interventionist case studies done in classrooms are considered. It is proposed that the standard view of quantitative research in the social sciences derives from the physics curriculum rather than from the history of physics. This view also mistakenly places higher priority on finding predictive linear relationships among measurements rather than qualitative understanding of mechanisms, which could guide researchers toward useful quantitative research.The researcher who has not yet penetrated the world of the individuals being studies is in no firm position to begin developing predictions, explanations, and theories about that world.
Using concrete materials and peer interaction to enhance learning in chemistry
Authors: Howe Ann C. , Durr Beulah 
Published: October 2006

AbstractA teaching strategy based on the use of manipulative materials as models and analogs of chemical entities, combined with structured peer interaction, was found to enhance learning of two chemistry concepts for both formal and nonformal operational students. Instruction in the control class was based on lectures, CHEM Study laboratories, and individual work. Both cognitive and affective outcomes were more positive in the experimental class.
Attainment of skill in using science processes. I. Instrumentation, methodology and analysis
Authors: Berger Carl F. 
Published: October 2006

AbstractInstrumentation, methodology, and analysis techniques were developed to measure changes in adolescent skills in the estimation of linear distance. Microcomputers were used to present and control the amount of information available to assist students in estimation. Three different levels of difficulty in estimating were developed and students estimated ten positions of a point on a vertical line within each level of difficulty. Strategies used by students to estimate were found, and a model was developed using regression analysis to allow for the separation of variance of trend and individual skill differences. This model was used to predict decreases in number of estimates and decreases in average time per estimate. The number of estimates per position decreased rapidly and a limit was soon achieved. Thus average time per estimate was used as a measure of skill. Students improved performance within the first two levels, but not within the most difficult level. Across levels, average performance improved in spite of increasing difficulty, and a transfer effect appeared to occur over time. It was concluded that micro‐computers were a valuable instrument for gathering and recording data. The model using regression analysis was an effective tool to study estimation. Students used effective strategies and improved their estimation skill quickly. Learning did occur, but the level of difficulty of information or practice effect available while solving an estimation problem may limit the extent of improvement.
Factors involved with qualitative syntheses: A new focus for research in science education
Authors: Yager Robert E. 
Published: October 2006

AbstractThis article describes the nature of qualitative syntheses and reports such efforts as a new focus for research in science education. It uses Project Synthesis as conceived by Norris Harms as an example of a Qualitative Synthesis. It identifies four features for such research efforts: (1) They involve research teams structured to provide a variety of perspectives and viewpoints. (2) They involve a wide variety of data sources, including massive sets of data from a variety of sources and perspectives. Much of these data are qualitative and often gathered initially for a variety of purposes. (3) They include at least one conceptual scheme for accomplishing a synthesis. Most include a set of goals as one organizer and a set of critical incidents as another. Studies involving more than two such dimensions provide even more meaningful and useful synthesis. (4) They conclude with an analysis of meaning, a formulation of an overarching scheme, and a new model to be used for further thinking, research, and analysis. Such synthesis efforts also end with a set of recommendations for action and/or hypotheses to be tested.
The convergent validity of the cognitive preference construct
Authors: Van Den Berg Euwe , Lunetta Vincent N. , Tamir Pinchas 
Published: October 2006

AbstractAs a part of a series of construct validity studies this study was designed to assess the convergent validity of the cognitive preference construct. Three measures of cognitive preference were administered to 71 college students and to a small sample of tenth graders. One instrument was a conventional cognitive preference test, the other two were designed to assess cognitive preference in common learning settings using student responses to a science reading and teacher ratings of relevant classroom behavior respectively. Correlations between the science reading and the conventional test showed strong convergence of the Q (questioning) mode of cognitive preference but rather weak convergence of the R (recall), P (principles), and A (applications) modes. A subgroup of students with significantly discrepant R, P, Q, and A score patterns, thus a distinct cognitive preference, showed higher correlations between instruments than the total sample, as one would expect in case of construct validity. Apparently the cognitive preference construct is a more valid descriptor for the cognitive style of some people than for others.
Relationships between attitude and achievement among college biology students
Authors: Mitchell Harold E. , Simpson Ronald D. 
Published: October 2006

AbstractThe purposes of this study were to (1) study changes in attitude toward science, school, and academic self among college biology students, and (2) to examine relationships between attitudes and achievement in an introductory college course in biology. The three attitude variables were assessed at the beginning and end of the study. Each of the three constructs was measured by the semantic differential and one additional instrument. One cognitive measure, biology achievement, was taken at the beginning and end of the study. This was accomplished by using the Nelson Biology Test. Another cognitive measure, grade in the course, as given by the instructor, was recorded at the end of the course. Normative data and correlation coefficients among pre‐ and postadministrations were calculated for each institution and the composite sample as well. An analysis of variance showed that while gains in scores on the Nelson Biology Test were significant beyond the 0.01 level of probability, changes in attitude scores were not. Correlations were calculated between the attitude and cognitive variables in this study. Relationships between academic self‐concept and achievement in biology were the strongest. Data from this study show that while student cognitive behavior was changed during an introductory college biology course, selected attitudes either stayed the same or became slightly more negative. Affective as well as cognitive gains would appear to be desirable goals in college courses. As we learn more about relationships that exist between cognition and affect, science educators at all levels will become better equipped to improve learning in science.
An example of the teacher expectation effect in mixed ability teaching
Authors: Matthews G. P. 
Published: October 2006

AbstractMuch interest has been shown recently in teacher expectation or “self‐fulfilling prophecy” effects, despite the difficulty of making objective observations of the phenomenon. The present case study concerns a population of twelve mixed‐ability chemistry classes in a comprehensive school in the U.K. The poor behavior of one of the groups led to a stigma being attached to it by staff, and for various doubtful reasons, this became associated with another class as well. A statistical analysis of examination marks shows that neither reputation was justified in terms of academic achievement, and quantifies possible teacher expectation effects arising from the situation. The findings demonstrate the ease with which academic achievements can be hampered unwittingly by the prejudices of a teacher even in a well‐structured learning situation.
Training chemistry students to ask research questions
Authors: Hartford Fred , Good Ron 
Published: October 2006

AbstractIn previous studies, science students have been trained to ask more and better questions through intensive instruction apart from the ongoing academic program. Cognitive strategies (such as questioning) are developed best, however, within the framework of an academic subject. In the current study, questioning skills were taught to high school chemistry students in the context of their laboratory experiments. Since both intellectual development and questioning skills are causally related to problem solving, the effect of intellectual development on the learning of questioning skills also was investigated. The Piagetian model of intellectual development was chosen for its demonstrated effects on many important aspects of science instruction. The number and quality of student research questions was measured by the Science Inquiry Assessment Instrument. The student's level of intellectual development was measured by the Classroom Test of Formal Operations. The twelve‐week experimental treatment involved printed lessons which taught students to ask research questions in response to unanticipated observations in their regularly scheduled laboratory experiments. The pretest exaggerated the effect of this treatment. This effect, however, was significant among unpretested students, accounting for 14% of the post‐test score variance. The level of intellectual development has no effect on these post‐test scores. These important questioning skills can be acquired within the framework of the regularly scheduled classroom activities by high school chemistry students, irrespective of their level of Piagetian intellectual development.
The effect of teacher intervention on object manipulation in young children
Authors: Heath Phillip A. , Heath Pearl 
Published: October 2006

AbstractThe purpose of this study was to investigate the effects of limited oral and physical teacher intervention on object manipulation by preschool and early elementary children. The population consisting of 70 children, three, four, five, and six years old from two preschools and two kindergarten classes were randomly assigned to control and experimental groups. Children were observed as they manipulated magnets in classroom settings. Experimental students had the objects placed in their hands and were orally invited to explore. Results showed that there were significant differences between the groups in total time spent with the objects, number of activities performed, and cognitive level of operation. No significant differences were found in the number of contacts or in the interactive effects of treatment and testing day. The findings suggest that teacher roles may have an effect on student exploration and quality of interaction with unfamiliar objects.
Characteristics of male and female science teachers
Authors: Welch Wayne W. , Lawrenz Frances 
Published: October 2006

AbstractThe characteristics of 273 male science teachers were compared with 72 female science teachers randomly selected from a fourteen‐state region in the USA. A multivariate analysis of variance found differences between the two groups significant at the p ⩽ 0.0005 level. Female teachers were higher on measures of interest in science and receptivity to change. Males scored higher on science knowledge indicators and on their perceptions of the teaching support they received. No differences were noted on measures of professional development or their perceptions of teaching effectiveness, curriculum, workload, or facilities. The implications of the findings are discussed in terms of science career selection by women.
Developing the wasp: Wareing attitudes toward science protocol
Authors: Wareing Carol 
Published: October 2006

AbstractAffective development has long since been cited as one of the main components of scientific literacy. According to Krathwohl, Bloom and Masia, attitudes, emotions, and values that are manifested as preferred choices, appreciations, and interests comprise the affective domain. Such attitudes, emotions, and values are neither immutable nor necessarily transferable from one discipline to the next. In an effort to identify and measure scientific affect and to later assess its impact on achievement, the author set out to develop and validate an attitude instrument in the form of a Likert‐type scale. Following test construction, reliability was calculated according to several split‐half methods, using a sample of 806 students in grades 4 through 12. The result was a most satisfactory reliability range of 0.91–0.94.
The factor structure of the longeot test: A measure of logical thinking
Authors: Ahlawat Kapur S. , Billeh Victor Y. 
Published: October 2006

AbstractUsing a random sample of 389 grade 11 science students, the factor structure of the Longeot test (a measure of logical thinking) is investigated and some psychometric properties of the test items are determined. Varimax rotation on six principal component factors resulted in a simple structure. An attempt is made to interpret the obtained orthogonal factors. Implications of the findings on the “unity hypothesis” of the Piagetian construct of logical thinking and, consequently, on grade 11 science education are discussed.
An empirical determination of concepts contributing to successful performance of a science process: A study of mineral classification
Authors: Finley Fred N. 
Published: October 2006

AbstractRecent developments in the philosophy of science and cognitive psychology suggest that students' abilities to use science processes effectively may be greatly influenced by their knowledge of relevant concepts. The central objective of this study was to determine the extent to which students' knowledge of concepts relevant to mineral classification influenced their ability to classify minerals. A second objective was to determine which concepts are most influential. Thirty‐five eighth grade earth science students were tested regarding their ability to classify minerals correctly (the dependent variable) and their knowledge of mineral hardness, cleavage, luster, streak, and the logic of the classification scheme (the independent variables). This was done following their normal classroom instruction. The results of the data analysis using an all‐possible regressions procedure showed that 58.7% of the variance in correct mineral classifications was accounted for by students' knowledge of relevant concepts. Mineral hardness and cleavage were particularly important. These results suggest that students' knowledge of relevant concepts substantially influences their ability to perform the science process of mineral classification. In particular, mineral hardness and cleavage should be emphasized during instruction. The results also suggest that the presently used conception of science processes as being independent of conceptual knowledge needs to be examined and researched further.
Relationships between student perceptions of teaching behavior and learning outcomes in college biology
Authors: Mintzes Joel J. 
Published: October 2006

AbstractThis study examined relationships between student perceptions of teaching behavior and learning outcomes in college biology. One‐hundred one students who enrolled in an introductory college biology course reported the frequencies of 20 overt, in‐class teaching behaviors exhibited by the instructor and rated the instructor on 12 measures of teaching effectiveness. Achievement tests were administered periodically throughout the two‐semester time interval. A series of simple correlations between teaching behavior factors and both achievement and student ratings revealed a complex pattern of relationships. Moderately strong relationships were found between student perceptions of “information‐transmitting” behaviors and achievement, while generally stronger relationships linked behavior factors with student ratings of teaching effectiveness.
Problem‐solving analysis: A piagetian study
Authors: Hale James P. 
Published: October 2006

AbstractFifty‐nine second‐year medical students were asked to solve 12 Piagetian formal operational tasks. The purpose was to describe the formal logical characteristics of this medical student sample (59 of a total 65 possible) in terms of their abilities to solve problems in four formal logical schemata‐combinatorial logic, probabilistic reasoning, propositional logic, and proportional reasoning. These tasks were presented as videotape demonstrations or in written form, depending on whether or not equipment manipulation was required, and were scored using conventional, prespecified scoring criteria. The results of this study show approximately 96% of the sample function at the transitional (Piaget's 3A level) stage of formal operations on all tasks and approximately 4% function at the full formal (Piaget's 3B level) stage of formal operations on all tasks. This sample demonstrates formal level thinking to a much greater degree than other samples reported in the literature to date and suggests these students are adequately prepared and developed to meet the challenge of their training (i.e., medical problem solving).
Predicting science achievement: The role of developmental level, disembedding ability, mental capacity, prior knowledge, and beliefs
Authors: Lawson Anton E. 
Published: October 2006

AbstractControversy in the literature exists concerning the relative importance of cognitive characteristics such as general developmental level and specific prior knowledge for science achievement. Thus the relative ability of developmental level and prior knowledge to predict achievement of concepts of evolution and natural selection was assessed by means by three commonly used types of examination items: multiple choice items, a computational item, and an essay item. The effects of students' disembedding ability, mental capacity, and belief in evolution were also assessed. Disembedding ability, prior knowledge, and belief in evolution were found to be significantly related to overall achievement, while developmental level and mental capacity were not. However, developmental level was found to be the best predictor of performance on the computational item while belief in evolution and prior knowledge were found to be the best predictors of performance on the multiple‐choice items. Mental capacity was found to be a predictor of performance on the essay item. It is argued that the cognitive variables influence different aspects of science achievement. Implications are discussed.
The Survey–A research strategy rediscovered
Authors: Butts David P. 
Published: October 2006

AbstractSurvey research is a significant way of generating knowledge of what is. Surveys require clear and specific objectives as the basis of equally clear data gathering procedures. The meaning of results from a survey will be enhanced if an analysis plan is generated prior to data collection; then interpretations of the results will more likely be a reflection of pattern in the data and a basis for knowing more about the essential “what is” of the world being surveyed.
Costs of carrying students to a criterion level of competency in physics
Authors: Dressel Ralph 
Published: October 2006

AbstractData are presented which display the performance of students in an introductory physics course that was conducted in a competency‐based, multiple‐opportunity format. These data reveal features of student behavior that are reproducible. The specific costs, measured in instructor's time per student produced are shown to be related to the character of the examination questions and to the comprehensional modes of the students. Specific costs for single‐trial and multiple‐trial formats are compared and the evidence clearly shows that the multiple‐trial opportunity has lower specific costs and a much higher yield of students at the full competency level.
The effects of causality, response alternatives, and context continuity on hypothesis testing reasoning
Authors: Lawson Anton E. 
Published: October 2006

AbstractTwo selection hypothesis testing tasks and nine evaluation hypothesis testing tasks which varied systematically with respect to causality, response alternatives, and context continuity were administered to two samples of adults to determine the effects of those variables and to determine the degree to which subjects (Ss) reasoned with material conditional, material biconditional, partial, or partial plus biconditional connectives. On the causal selection task the majority of Ss responded “yes” to all four instances, while on the evaluation tasks all three variables were found to affect performance. Ss responded consistently with the material biconditional connective especially when the tasks called for them to state their expectations or were written with context continuity. Results were interpreted to support the hypothesis that hypothesis testing reasoning in causal contexts begins with the material biconditional connective and involves schemata of controlling variables, probability, and correlations. A strictly “logical” falsification strategy is not viewed as operative. Implications for teaching students how to effectively test hypotheses in science classes are discussed.