bluuebunny/crossref_metadata_2025_split huggingface dataset:
Recall of the pattern, sequence, and names of concepts presented in instructional diagrams
Authors: Winn William 
Published: October 2006

AbstractForty‐one high school students studied a series of five circuit diagrams. These either showed the electronic components as standard symbols or as squares. Each component was labelled and numbered. Students either had to remember the pattern of the elements in the diagram and draw it from memory, or they had to remember the elements in sequence. It was found that students who saw diagrams with symbols performed better on the sequence task and worse on the pattern task than the students who saw the diagrams with squares, whose performance on the two tasks was the opposite. A subsequent experiment found that requiring the students to label the elements in the diagrams did not interfere with their ability to remember the patterns of the components. It was concluded that students' success in completing tasks that require holistic or analytic processing depends upon the amount of detail in the elements in instructional diagrams. It was also suggested that designers of diagrams used to teach science can exercise some control over whether students process the information holistically or analytically by varying the amount of detail in the diagrams' elements.
Alternative conceptions in animal classification: A cross‐age study
Authors: Trowbridge John E. , Mintzes Joel J. 
Published: October 2006

AbstractEmploying a cross‐age design, this study examined students' alternative conceptions in animal classification at the elementary, secondary, and college levels. Based on a previous study that made use of clinical interviews and a classification task, subjects (N = 468) were administered a multiple‐choice/free‐response instrument that probed understanding of the concept animal, the vertebrate/invertebrate distinction, and the principal vertebrate classes. Results suggest that students subscribe to a highly restricted view of animals; applying the label almost exclusively to vertebrates, especially to common mammals. When asked to distinguish between vertebrate and invertebrate animals and to classify several species into vertebrate groups, a wide range of alternative conceptions emerged. Cross‐age comparisons indicate that many of these alternative views remain intact throughout the school years, while others yield more readily to formal instruction and/or nonschool experiences. Considered within the context of a neoconstructivist view of learning, several suggestions are offered for teaching concepts in animal classification.
Development of the attitude toward science in school assessment and its use to investigate the relationship between science achievement and attitude toward science in school
Authors: Germann Paul J. 
Published: October 2006

AbstractThere is much interest in science courses in high school and student attitudes toward those courses. A valid and reliable instrument that measures such attitudes is not available. This study first developed and validated the Attitude toward Science in School Assessment (ATSSA). The instrument was used to evaluate the relationship between such attitude and achievement in science. A low correlation was found between attitude and various achievement tests. A moderate correlation was found between attitude and achievement that included an evaluation of the quality of work, as in a course grade.
A comparative study of cooperative and competitive achievement in two secondary biology classrooms: The group investigation model versus an individually competitive goal structure
Authors: Sherman Lawrence W. 
Published: October 2006

AbstractAchievement in individually competitive and cooperatively reward‐structured environments was examined in two high‐school biology classrooms. Each was pretested and taught an identical unit of study, one in an individually competitive structure and the other using a cooperative group‐investigation model. At the end of seven weeks both classes were posttested. A two‐way within‐subjects ANOVA was used to determine significant differences in pre‐ and post‐test scores between the two treatment groups. The two groups were not significantly different from each other on the pretest. While both cooperative and competitive techniques obtained significantly (p < 0.05) higher posttest scores, neither treatment was superior over the other in producing academic achievement. Results are compared to previous studies which have examined differences among cooperatively, competitively, and individually structured classrooms.
Logical reasoning necessary to make line graphs
Authors: Wavering Michael J. 
Published: October 2006

AbstractA study was conducted to determine the logical reasoning necessary to construct line graphs. Three types of line graphs were used: a straight line with a positive slope, a straight line with a negative slope, and an exponentially increasing curve. The subjects were students in grades six through twelve enrolled in a laboratory school. The responses were classified into one of nine categories. The categories ranged from no attempt to make a graph to a complete graph with a statement of a relationship between the variables. Subjects in grades six through eight exhibited behaviors mainly in the first four categories, ninth‐ and tenth‐grade subjects scored in the middle categories, and eleventh and twelfth graders scored mainly in the upper categories. These response categories also showed a close fit with Piagetian concrete operational structures for single and double seriation and formal operational structures for proportional reasoning and correlational reasoning.
The effect of visual and verbal modes of presentation on children's retention of images and words
Authors: Vasu Ellen Storey , Howe Ann C. 
Published: October 2006

AbstractThis study tested the hypothesis that the use of two modes of presenting information to children has an additive memory effect for the retention of both images and words. Subjects were 22 first‐grade and 22 fourth‐grade children randomly assigned to visual and visual‐verbal treatment groups. The visual‐verbal group heard a description while observing an object; the visual group observed the same object but did not hear a description. Children were tested individually immediately after presentation of stimuli and two weeks later. They were asked to represent the information recalled through a drawing and an oral verbal description. In general, results supported the hypothesis and indicated, in addition, that children represent more information in iconic (pictorial) form than in symbolic (verbal) form. Strategies for using these results to enhance science learning at the elementary school level are discussed.
Validation of the early childhood attitude toward women in science scale (ECWiSS): A pilot administration
Authors: Mulkey Lynn M. 
Published: October 2006

AbstractThe intention of this research was to measure attitudes of young children toward women scientists. A 27‐item instrument, the Early Childhood Women in Science Scale (ECWiSS) was validated in a test case of the proposition that differential socialization predicts entry into the scientific talent pool. Estimates of internal consistency indicated that the scale is highly reliable. Known groups and correlates procedures, employed to determine the validity of the instrument, revealed that the scale is able to discriminate significant differences between groups and distinguishes three dimensions of attitude (role‐specific self‐concept, home‐related sex‐role conflict, and work‐related sex‐role conflict). Results of the analyses also confirmed the anticipated pattern of correlations with measures of another construct. The findings suggest the utility of the ECWiSS for measurement of early childhood attitudes in models of the ascriptive and/or meritocratic processes affecting recruitment to science and more generally in program and curriculum evaluation where attitude toward women in science is the construct of interest.
A reassessment of the effects of inquiry‐based science curricula of the 60's on student performance
Authors: Shymansky James A. , Hedges Larry V. , Woodworth George 
Published: October 2006

AbstractIn this project a re‐synthesis of the research dealing with student performance in new science curricula was conducted using the refined statistical procedures proposed by Hedges (1981, 1982a, 1982b, 1982c) and Hedges and Olkin (1985). The results of the re‐synthesis generally supported the conclusions drawn in the earlier meta‐analysis by Shymansky, Kyle, and Alport (1983); i.e., that the new science curricula of the 60's and 70's were more effective in enhancing student performance than traditional textbook‐based programs of the time. But the re‐synthesis also revealed some notable differences as well. For example, in the re‐synthesis mean effects were significantly positive on four performance clusters (achievement, process skills, problem solving, and attitude) compared to seven clusters in the earlier analysis, and then by a smaller margin (the 1981 mean was 0.34 and the 1986 mean was 0.25). In one case (related skills), the mean effect changed from a +0.25 (significant at the 0.05 level) to –0.10. But perhaps more important than any particular change in the many analyses performed, the application of refined statistical procedures in the re‐synthesis yielded results of greater precision than those generated in the original study. Thus, it is recommended that the data generated in this re‐synthesis be used in any discussion of the effects of the new science curricula on student performance.
Action zone theory, target students and science classroom interactions
Authors: Jones M. Gail 
Published: October 2006

AbstractThis study investigated the seating patterns of target students in science classrooms to see if there was an action zone or T zone present. Fifty‐six physical science and chemistry classes were observed using the Brophy‐Good Teacher‐Child Dyatic Observation System. Target students were identified and their interactions were compared to nontarget students. Target‐student interactions for direct questions and student‐initiated interactions were analyzed to ascertain whether the teacher or the student determined target student status. Results indicated that no T‐shaped action zone was present in the classes observed. Target students dominated class interactions and received more direct questions, teacher‐afforded conversation, and sustaining feedback. Nearly one‐third of all students observed in the study did not interact at all and were silent.
Effects of cooperative grouping on stoichiometric problem solving in high school chemistry
Authors: Tingle Joy B. , Good Ron 
Published: October 2006

AbstractThe purpose of this study was to determine the effect that cooperative groups heterogeneously based on proportional reasoning ability have on problem solving in regular and honors high school chemistry. Students (n = 178) in three rural high schools solved stoichiometric problems either individually or in cooperative groups using a prescriptive problem‐solving strategy. There was no statistically significant difference in posttest means between students of varying proportional reasoning abilities who had been problem solving individually or in cooperative groups whether in a regular or an honors chemistry class. Characteristics of successful and unsuccessful students problem solving individually and in groups were determined through videotape analyses, students' written work, and classroom observations. Successful problem solvers, both those in groups and those who solved problems individually, were characterized by confidence and persistence and exhibited a strong conceptual base.
The effects of instruction on college nonmajors' conceptions of respiration and photosynthesis
Authors: Anderson Charles W. , Sheldon Theresa H. , Dubay Joann 
Published: October 2006

AbstractStudents in a college nonscience majors' biology course took tests designed to reveal their conceptions of respiration and photosynthesis before and after course instruction. Even though most students had taken at least a full year of biology, serious misconceptions persisted. Most students gave definitions of respiration, photosynthesis, and food which were markedly different from those generally accepted by biologists. These incorrect definitions were associated with more fundamental misunderstandings about how plants and animals function. Most students could not explain how animal cells use either food or oxygen. They understood plants as vaguely analogous to animals, taking in food through their roots instead of mouths. Previous biology instruction seemed neither to improve student performance on the pretest nor to prepare them to master these conceptions during the course. Course instruction did improve student's understanding, but misconceptions persisted for many students. These results raise fundamental questions about the effectiveness of curriculum and instruction in current high school and college biology courses.
SCIS‐II and the elementary teacher: A program evaluation
Authors: Atwood Ronald K. , Howard Michael N. 
Published: October 2006

AbstractA two‐part opinionaire was used to identify teachers' perceptions of the SCIS‐II elementary science program. Of particular interest were perceived barriers to effective implementation of the program. The first part of the opinionaire was administered to 685 individuals, or 96.8% of the elementary teachers in a metropolitan school district. The second part was completed by a group of teachers at each grade level in each of the 31 elementary schools, with completion rates ranging from 77%–97% for the 13 SCIS‐II units. Results indicate that grades K‐2 teachers rated the program more positively than grades 3–6 teachers; teachers who rated the program highly perceived fewer barriers to effectively utilizing the program; and teachers rated the program higher for developing social skills and positive attitudes than for teaching science content and processes. Data on problems with individual SCIS‐II units indicated that the viability and performance of the living organisms are problematic in all life science units. Further, the small number of insightful evaluative comments received for the last one‐third to one‐half of some units suggests that a significant portion of teachers are quitting the units before reaching the end.
Effect of written text on usage of newton's third law
Authors: Boyle Rosemary K. , Maloney David P. 
Published: October 2006

AbstractThis article reports on a study that investigated novice students' rules for determining which of two objects exerted the greater force on the other. Subjects worked five paper‐and‐pencil task sets depicting different objects interacting with each other. For each situation they were asked to identify which of the two objects was exerting the stronger force on the other. Each subject worked the task sets under one of three conditions: with no aid, with a written statement describing forces as interactions that always occur in pairs, or with a written statement of Newton's third law. The vast majority of the subjects in the study used procedures (rules) which could be identified. There were significant differences in the patterns of usage of the various rules between those who received no written statement and those who received the statement of Newton's third law. The primary difference between the two groups was in the usage of a rule (All Equal) which produced the same response sequence as Newton's third law. However, only 29% of those who received the Newton's third law handout used the All Equal rule on all five task sets. There were no significant differences in usage of the All Equal rule between those who had had high school physics and those who had not. Strong evidence was found to contradict the idea that the subjects who failed to used the All Equal rule simply did not read the written statement properly. The results of this study have implications for learning from text.
Relation of field independence and test‐item format to student performance on written piagetian tests
Authors: Löpez‐Rupérez F. , Palacios C. , Sanchez J. 
Published: October 2006

AbstractIn this study we have investigated the relationship between the field‐dependence‐independence (FDI) dimension as measured by the Group Embedded Figures Test (GEFT) and subject performance on the Longeot test, a pencil‐and‐paper Piagetian test, through the open or closed format of its items. The sample consisted of 141 high school students. Correlation and variance analysis show that the FDI dimension and GEFT correlate significantly on only those items on the Longeot test that require formal reasoning. The effect of open‐ or closed‐item format is found exclusively for formal items; only the open format discriminates significantly (at the 0.01 level) between the field‐dependent and ‐independent subjects performing on this type of item. Some implications of these results for science education are discussed.
Process skills acquisition, cognitive growth, and attitude change of ninth grade students in a scientific literacy course
Authors: Baker Dale R. , Piburn Michael 
Published: October 2006

AbstractThis is a report of the effects of a scientific literacy course on the skills, cognitive ability, and attitude of students in the first year of high school. Specifically, the research examines (1) whether it is possible to teach scientific skills, (2) whether a literacy curriculum affects attitude and cognitive ability, and (3) whether incoming student characteristics affect the development of attitude and cognitive abilities. Two hundred and fifty (126 male and 124 female) ninth grade students were enrolled in a specially designed literacy course which met for 3 hours and 20 minutes each week for 39 weeks. Students were pretested for logical, spatial, verbal, and mathematical ability, as well as for attitude toward self and science, and psychological type. The course was successful in teaching skills. In addition, there were significant increases in spatial, verbal, and quantitative ability. Increases in cognitive ability were predicted by logical ability, measurement skills, and academic self‐concept. Attitudes declined as a result of participation in the course. Self concept and mastery were related to cognitive variables and motivation, mastery, and control were related to psychological type.
Factors in the development of proportional reasoning strategies by concrete operational college students
Authors: Roth Wolff‐Michael , Milkent Marlene M. 
Published: October 2006

AbstractThis study was designed as a test for two neo‐Piagetian theories. More specifically, this research examined the relationships between the development of proportional reasoning strategies and three cognitive variables from Pascual‐Leone's and Case's neo‐Piagetian theories. A priori hypotheses linked the number of problems students worked until they induced a proportional reasoning strategy to the variables of M‐space, degree of field dependence, and short‐term storage space. The subjects consisted of students enrolled in Physical Science I, a science course for nonscience majors at the University of Southern Mississippi. Of the 34 subjects in the study, 23 were classified as concrete operational on the basis of eight ratio tasks. Problems corresponding to five developmental levels of proportional reasoning (according to Piagetian and neo‐Piagetian theory), were presented by a microcomputer to the 23 subjects who had been classified as concrete operational. After a maximum of 6 hours of treatment, 17 of the 23 subjects had induced ratio schemata at the upper formal level (IIIB), while the remaining subjects used lower formal level (IIIA) schemata. The data analyses showed that neither M‐space and degree of field‐dependence, either alone or in combination, nor short‐term storage predicted the number of problems students need to do until they induce an appropriate problem‐solving strategy. However, there were significant differences in the short‐term storage space of those subjects who mastered ratio problems at the highest level and those who did not. Also, the subjects' degree of field‐dependence was not a predictor of either the ability to transfer problem‐solving strategies to a new setting or the reuse of inappropriate strategies. The results of this study also suggest that short‐term storage space is a variable with high correlations to a number of aspects of learning such as transfer and choice of strategy after feedback.
The implications of content versus item validity on science tests
Authors: Yarroch William L. 
Published: October 2006

AbstractThe use of content validity as the primary assurance of the measurement accuracy for science assessment examinations is questioned. An alternative accuracy measure, item validity, is proposed. Item validity is based on research using qualitative comparisons between (a) student answers to objective items on the examination, (b) clinical interviews with examinees designed to ascertain their knowledge and understanding of the objective examination items, and (c) student answers to essay examination items prepared as an equivalent to the objective examination items. Calculations of item validity are used to show that selected objective items from the science assessment examination overestimated the actual student understanding of science content. Overestimation occurs when a student correctly answers an examination item, but for a reason other than that needed for an understanding of the content in question. There was little evidence that students incorrectly answered the items studied for the wrong reason, resulting in underestimation of the students' knowledge. The equivalent essay items were found to limit the amount of mismeasurement of the students' knowledge. Specific examples are cited and general suggestions are made on how to improve the measurement accuracy of objective examinations.
Novice use of qualitative versus quantitative problem solving in electrostatics
Authors: McMillan Claude , Swadener Marc 
Published: October 2006

AbstractProblem‐solving behavior of six novice subjects attempting to solve an electrostatics problem in second‐semester calculus‐based college physics was observed and recorded. Five of the subjects were characterized as “A” or “B” students and one subject as a “D” student in introductory college physics. Although the A or B subjects were able to arrive at a “correct” solution to the problem, they exhibited major misconceptions about the problem situation as well as minimal qualitative understanding of the problem situation. The A or B subjects were successful in identifying, either from memory or written notes, equations relevant to electrostatics, whereas the D subject was not. The implication of this study is that current instruction in introductory calculus‐based college physics and the students' previous science learnings place a premium on acquisition of correct quantitative solutions at the expense of qualitative understanding of physics problem situations.