bluuebunny/crossref_metadata_2025_split huggingface dataset:
THE NATURE OF DISCIPLINES
Authors: Westmeyer Paul 
Published: October 2006

AbstractLike chemistry, which is a very large field of study (a discipline) with many subareas (embedded disciplines) within it, education is also a large discipline with embedded disciplines, including science education. However, chemistry and other sciences are theoretical disciplines, based on the fact that information within these disciplines is stable. Certain other disciplines in which the information is not as stable are classified as practical or productive, and in these theorizing is limited to small, localized, theories rather than the development of large explanatory models. Since the knowledge in education (including science education) is not particularly stable, this area is a combination of a practical and a productive discipline. Major theories are, then, not possible and research efforts should be directed toward (1) smaller, localized, theories, (2) application of borrowed theories from other disciplines, and (3) stabilization of knowledge.
Correlates of class attitude toward science
Authors: Haladyna Tom , Olsen Robert , Shaughnessy Joan 
Published: October 2006

AbstractThe purpose of this study was to explore the relationships of students, teachers, and learning environment variables to science attitude. Data were collected from fourth, seventh, and ninth grade students and their science teachers. Variables found to be consistently related to science attitude of classes at all grade levels were (a) sense of the importance of science, (b) student fatalism, (c) teacher quality, and (d) a host of learning environment variables. Implications for teaching practices and for future research were offered.
The relative effects of pre‐ and postattention directing devices on learning from a “walk‐through” museum exhibit
Authors: Koran John J. , Lehman Jeffrey R. , Shafer Lynn D. , Koran Mary Lou 
Published: October 2006

AbstractTwenty‐eight seventh and eighth grade students were randomly assigned to two treatments and a control as they entered the Florida State Museum. All subjects were given set induction materials saying in effect: (1) Treatment‐Study the wall panel which is part of the cave exhibit and describes the many biologic relationships and organisms in the cave at the cave entrance. Continue into the cave and study the habitat. When you exit the cave you will be given a test to see how much you learned; (2) Treatment II‐Enter the cave and study that habitat. When you exit at the other end, study the wall panel which is part of the cave exit and describes the many biologic relationships and organisms in the cave. After studying this panel you will be given a test to see how much you learned; (3) Control‐You will take a walk through exhibits depicting a variety of Florida Habitats and later see a film on the Habitats of Florida that are represented in the museum. Then you will be given a test to determine how much you know about one type of habitat. Both treatments and the control spent equivalent time at their tasks and were confronted with either the cave exhibit as described or the equivalent control experiences. A 25 item criterion test was designed to measure the acquisition of conceptual and factual knowledge and specific attentional factors relative to both the cave and the instructional panel. A Kr‐20 indicated that this instrument had a reliability coefficient of 0.80. It was anticipated that the panel, used as an attention directing and controlling device prior to entering the cave (Treatment I) or upon exiting the cave (Treatment II), would function as a forward‐shaping or backward review prompting adjunct, hence both should be significantly more effective than the control. This was confirmed (df 2,28; F 8.09) p < 0.01. It was also expected that the forward shaping panel would be more effective than the backward review panel in the tradition of inserted questions in prose research. Although the differences were in this direction, they were not significant (p≤ 0.10).
A meta‐analysis of the effects of various science teaching strategies on achievement
Authors: Wise Kevin C. , Okey James R. 
Published: October 2006

AbstractThis study is a meta‐analysis of the question “What are the effects on achievement of different teaching techniques?” Twelve categories of teaching techniques were specified. Among these are questioning, wait‐time, testing, focusing, manipulative, presentation approach, inquiry or discovery, audio‐visual, and teacher direction. A coding form was then developed to allow for the uniform examination and recording of 76 variables from each study. One or more effect sizes were calculated and coded for each study. Over 300 microfilmed dissertations covering the past 30 years were examined. Some 2000 ERIC science abstracts were reviewed and suitable studies obtained. Finally, journal articles were reviewed. A total of 400 effect sizes representing 160 studies were produced. The main effect size overall was 0.34. Thus, for all samples considered the experimental science teaching techniques on the average resulted in one‐third of a standard deviation improvement over traditional techniques. Mean effect sizes also were calculated for each technique. More than 20 other variables such as class size, community type, and science subject area were cross‐tabulated with effect size.
The effect of A teacher questioning strategy training program on teaching behavior, student achievement, and retention
Authors: Otto Paul B. , Schuck Robert F. 
Published: October 2006

AbstractThe use of questions in the classroom has been employed throughout the recorded history of teaching. One still hears the term “Socratic method” during discussions of questioning procedures. The use of teacher questions is presently viewed as a viable procedure for effective instruction. This study was conducted to investigate the feasibility of training teachers in the use of a questioning technique and the resultant effect upon student learning. The Post‐Test Only Control Group Design was used in randomly assigning teachers and students to experimental and control groups. A group of teachers was trained in the use of a specific questioning technique. Follow‐up periodic observations were made of questioning technique behavior while teaching science units to groups of students. Post‐unit achievement tests were administered to the student groups to obtain evidence of a relationship between the implementation of specific types of teacher questions and student achievement and retention. Analysis of observation data indicated a higher use of managerial and rhetorical questions by the control group than the experimental group. The experimental group employed a greater number of recall and data gathering questions as well as higher order data processing and data verification type questions. The student posttest achievement scores for both units of instruction were greater for the experimental groups than for the control groups. The retention scores for both units were Beater for the experimental groups than for the control groups.
Relationship of sex, achievement, and science self‐concept to the science career preferences of black students
Authors: Jacobowitz Tina 
Published: October 2006

AbstractScience career preferences of junior high school‐aged students, while not stable predictors of ultimate career choice, do serve to direct and maintain individuals along the paths to careers in science. In this study, factors relevant to science career preferences of black eighth grade students were investigated. This issue is of particular import to blacks since they are severely underrepresented in the scientific fields. The sample consisted of 113 males and 148 females in an inner city junior high school. The Science Career Preference Scale, the Peabody Picture Vocabulary Test, and the Self‐Concept of Ability Scale (Form B‐Science) were administered. Mathematics and science grades were obtained from class rating sheets. Treatment of the data involved multiple regression analysis according to a hierarchical model. Results showed that of all the independent variables, sex was the strongest predictor of science career preferences, accounting for 25% of the criterion variance. The findings suggest that early adolescent science career preferences are related more to interests that are consonant with sex‐role considerations than realistic assessment of mathematics or science achievement.
A meta‐analysis of the relationship between science achievement and science attitude: Kindergarten through college
Authors: Willson Victor L. 
Published: October 2006

AbstractA meta‐analysis of research results for correlation between science achievement and attitude was conducted. Forty‐three studies were utilized and 15 variables were coded for each correlation found in each study, yielding 280 coefficients. Overall relationship is moderate (0.16), with differences between elementary, junior high, senior high, and college subjects. Causal ordering results support achievement causing attitude in grades three to eight and mixed results thereafter. Sex differences exist through high school. Other effects are mixed across grade level.
A comparison of the affect of two types of student behavior with manipulatives on the development of projective spatial structures
Authors: Cohen Herbert 
Published: October 2006

AbstractThe primary problem investigated was whether examining materials from a variety of perspecitives enhances the development of projective spatial abilities more than examining materials from a single perspective. A secondary consideration dealt with gender effects. One hundred and five (56 females and 49 males) fifth grade students were randomly assigned to one of four groups. Two teachers taught two classes apiece‐one receiving instruction encouraging examination of materials from a single perspective, the other from multiple perspectives. All four groups received instruction consisting of access to manipulatives‐SCIIS, 2nd edition, Level 5. Instruction occurred twice a week, 45 minutes per session, for 6 weeks. The experimental design was the Solomon Four Group Design. A Battery of 8 Piagetian‐type tasks were used to assess possession of the projective groupings. The main and interactive effects of pretesting were determined to be negligible, while the treatment was determined to have a statistically significant effect on the development on projective spatial abilities. Gender was determined to have no direct effect on the dependent variables.
Cognitive style and the acquisition and transfer of the ability to control variables
Authors: Strawitz Barbara M. 
Published: October 2006

AbstractThis study examined the effects of an instructional procedure designed to teach both field‐dependent and field‐independent sixth graders to control variables and to transfer this ability to novel tasks. Students were randomly assigned to either a treatment group taught with a special instructional procedure adapted from Case or a group where students freely explored science equipment without receiving feedback. Three posttest tasks administered approximately four weeks after the last training session served as retention and transfer measures. Results indicated that students receiving the special instructional treatment correctly tested significantly more variables on the posttest tasks than did students in the other group. Within‐group analyses revealed that the special treatment was effective for field‐dependent as well as field‐independent students, while the other treatment was effective for only field‐independent students.
Sex, grade, and course differences in attitudes that are related to cognitive performance in secondary science
Authors: Levin James , Fowler H. Seymour 
Published: October 2006

AbstractThe purpose of this study was to collect and analyze data on sexual differences in secondary school students' attitudes towards science. Attitudinal differences were also analyzed for the independent variables of science programs and grade levels. Data were collected from 988 students using a modified version of the Fennema‐Sherman Mathematics Attitude Scales to represent attitudes toward science. Reliabilities of the modified science subscales were all high ( > 0.83). Multivariate analysis of variance (MANOVA) was used to analyze the data for the main and interaction effects of the independent variables of sex (male, female), grade level (10th, 11th, 12th), and science program (advanced placement, academic, general, terminal). Significant differences (p < 0.05) were indicated for all main effects (sex, grade, science program). Interaction effects were not found. Mean separations for the various levels of sex, grade, and science program were performed for all attitudinal subscales. Females evidenced a significantly more positive attitude (p ⩽ 0.01) than males on three subscales: Attitude Toward Success in Science Scale, Science as a Male Domain Scale, and Teacher Scale. Although not significant, males evidenced more positive attitudes on all the remaining five subscales. Eleventh graders evidenced significantly more positive attitudes than tenth graders on all but the Effectance Motivation Scale. Students in 11th grade had more positive attitudes than 12th‐grade students on all scales but Science as a Male Domain Scale; however, these differences were not significant. Tenth graders differed significantly from 12th graders on three subscales; Science Usefulness Scale, Confidence in Learning Science Scale, and Teacher Scale. Positive attitudes decreased from advanced placement to terminal programs. Academic students did not differ significantly from general students except on the Father Scale; however, they were significantly different (more positive) from the terminal students for all subscales. General students were also significantly different from terminal students except on the three subscales of Attitudes Toward Success in Science, Science as a Male Domain, and Effectance Motivation.
Recent trends in secondary science education in New Jersey
Authors: Sousa David 
Published: October 2006

AbstractThis article compares the results of two surveys sent to New Jersey science supervisors in 1978 and 1982 regarding the status of secondary science education in their schools. It discusses trends that have developed during the four‐year period and compares them to national trends revealed in recent studies. The comparison shows that New Jersey faces many of the same problems in science education found across the country. Instruction time in science, double laboratory periods, and the use of national curriculum studies have all declined. Respondents also reported a marked increase in the number of science teachers leaving the classroom for jobs in business and industry. The recruiting of qualified teachers was a difficult task and over 9% of the public schools reported having to use teachers with emergency certification in science to meet their staffing requirements. Difficulties in using staff effectively, in obtaining adequate financial support, and in providing professional development programs were the major concerns of science supervisors.
An examination of methods used to generate daily group scores from single‐item‐per‐subject data collected in intensive time‐series designs
Authors: Monk John S. 
Published: October 2006

AbstractThis study examines three methods which can be used to pool single‐item‐per‐subject data collected in intensive time‐series studies, to determine if method of pooling has an effect on subsequent data analysis. The methods examined were based on simple averaging, difficulty weightings of averages, and the application of the Rasch logistic model. Analyses were conducted which examined regression results obtained when the pooled scores of groups of students were regressed by day. Results indicate that the three methods of pooling do not significantly alter subsequent analysis, though the case is made that a pooling procedure based on the Rasch logistic model is the most heuristically sound.
Attention and curiosity in museums
Authors: Koran John J. , Morrison Laura , Lehman Jeffrey R. , Koran Mary Lou , Gandara Luisa 
Published: October 2006

AbstractTwo hundred and thirty‐four museum visitors of all ages were observed as they entered the Object Gallery area of the Florida State Museum. Visitors were observed under conditions where objects were available for close inspection but could not be manipulated (baseline data) and later when the same objects were placed on tables and were available for visitors to touch, move, and use a variety of senses to inspect them (intervention data). Data were recorded on the sex, age, and number of subjects in these areas under each of the above conditions. The results obtained show a significant increase in the number of visitors entering this section of the museum when manipulatable objects were available. Baseline data showed that 58.5% of the people who entered the Object Gallery went into the drawer section. However, when manipulatable objects were made available this increased to 82.3%. Chi‐square analysis was used to determine whether the presence of manipulatable objects in the area increased the number of people who entered the area. It did (p < 0.05). Chi‐square analysis was also used to determine whether entering the drawer section depended on age or sex. It was found that more children entered the drawer section than adults (p < 0.05) and significantly more female children and female adults entered as a result of intervention (p < 0.05). At the same time, more male children than adults entered after intervention (p < 0.05) than before. These data are supported by considerable curiosity research indicating that both children and adults are attracted to novel as well as complex stimuli which can be manipulated in both formal and free‐choice environments. The data also support the growing movement to hands‐on exhibits in natural history museums and science centers around the country, as well as hands‐on classroom activities from the perspective of their attention attracting and holding power and their curiosity evoking characteristics. Whether these positive factors also lead to increased knowledge or skill development is a question yet to be explored.
Case study of an innovation requiring teachers to change roles
Authors: Spector Barbara S. 
Published: October 2006

AbstractAn exploratory study which focused on teachers responses to the demand for role change brought about by the implementation of a new course is reported. Two procedures used to gather data were participant observation and open‐ended interviews. Role theory, symbolic interaction, and schools as organizations were used as the frameworks for data analysis in this discursive qualitative study. The data reported describe the teachers' perceptions of factors influencing their willingness to change behaviors in order to comply with the role demands of the innovation. Hypotheses grounded in the data were generated and tied together into a theory which is illustrated by a structural model. The model shows interrelationships of factors influencing the teachers to change roles at the time of initiation of the new course through the ultimate incorporation of the innovation.
Management and organization in science classrooms
Authors: Sanford Julie P. 
Published: October 2006

AbstractTwenty‐six junior high and middle school science classes taught by 13 teachers were observed frequently during the first 2 months of school and during 2 months in the middle of the year to identify classroom management and instructional organization variables related to high levels of student task engagement and low levels of off task and disruptive behavior. Sub‐samples of more and less effective managers were identified, and narrative data from their classes were analyzed to describe and illustrate effective strategies for managing science classroom activities.
The impact of a class visit to a participatory science museum exhibit and a classroom science lesson
Authors: Flexer Barbara K. , Borun Minda 
Published: October 2006

AbstractCognitive and affective outcomes of a class visit to a participatory science museum were examined by comparing responses of 416 fifth and sixth graders randomly assigned to four conditions (control, exhibit only, lesson only, and exhibit followed by lesson) and two tests (verbal and visual). Students visiting a simple machines exhibit scored higher on a test of science content than the control group, but lower than the group attending a classroom lesson in the museum. The study did not demonstrate conclusively a cognitive advantage of having the exhibit experience prior to the lesson. Scores on the visual test were consistently higher than scores on the verbal test. Study findings indicate that the particular strength of the science museum exhibit lies in the affective domain. Students found the exhibit much more enjoyable, interesting, and motivational than a classroom lesson. Implications of the findings for science education are discussed.
The relative effects of experimenter and subject generated questions on learning from museum case exhibits
Authors: Lehman Jeffrey R. , Lehman Kathleen M. 
Published: October 2006

AbstractFifty‐five undergraduate education majors were randomly assigned to one of three treatment conditions as they entered the “walk‐through” cave exhibit at The Florida State Museum. Subjects in treatment I received set induction materials directing them to enter the cave, to observe the cave carefully, and finally to read the information in five case exhibits after exiting the cave. Subjects in treatment II observed the cave exhibit, read the information in the five case exhibits, and answered two experimenter generated questions about each case exhibit immediately after reading the information in it. Subjects in treatment III observed the cave exhibit, read the information in the five case exhibits, and generated two questions about each case exhibit and answered them immediately after reading the information in each exhibit. All subjects received an immediate 20‐item posttest. Seven of these items focused on observations from the “walk‐through” portion of the cave exhibit. The remaining 13 items covered the information in the case exhibits. Analysis of variance indicated no significant differences between groups on the observation questions; however, a significant difference was detected for the case exhibit questions (p < 0.02). Follow up analyses indicated that subjects who answered the experimenter generated questions performed significantly better than subjects who did not answer any questions. Although no other differences were detected at the 0.05 level, the trend of results indicated that subjects who answered experimenter generated questions performed better than subjects who generated their own questions. These latter subjects performed better than subjects who read the case exhibits without answering any questions.