bluuebunny/crossref_metadata_2025_split huggingface dataset:
Understanding cellular respiration: An analysis of conceptual change in college biology
Authors: Songer Catherine J. , Mintzes Joel J. 
Published: October 2006

AbstractThis study explored and documented the frequencies of conceptual difficulties confronted by college students seeking to understand the basic processes of cellular respiration. Using concept maps, clinical interviews and an open‐ended instrument, viewpoints were elicited from 100 (novice) introductory biology students before and after relevant instruction in cellular respiration and from 100 (experienced) students enrolled in advanced biology courses. Chi‐square analyses revealed significant differences among groups in the frequencies of scientifically acceptable and alternative conceptions. The findings suggest that novices harbor a wide range of conceptual difficulties that constrain their understanding of cellular respiration. Furthermore, many of these difficulties persist after instruction and new ones arise. Often these conceptual problems remain intact among experienced students despite well‐planned, repeated instruction at advanced levels.
Gender differences in science achievement: Do school effects make a difference?
Authors: Young Deidra J. , Fraser Barry J. 
Published: October 2006

AbstractThe problem of the underrepresentation of girls in science in Australian schools is often attributed to their poor performance. Yet the role of both the home and the school in affecting female science achievement is rarely examined empirically. The comprehensiveness of the Second International Science Study database provided an excellent opportunity to investigate the presence of gender differences in science achievement. Although previous studies of gender differences in science achievement have relied on methodology that has not adequately accounted for the school effects, this study used the design effect and hierarchical linear modeling (multilevel analysis) to explore whether there were significant gender differences. The relative contribution of schools to student achievement was examined, and school‐level differences were found to contribute significantly toward explaining variations in student performance. Although statistically significant sex differences were found in physics achievement for 10‐year‐old, 14‐year‐old, and year‐12 students, school effects were much more powerful in explaining student differences (9–19%) when compared with gender (3%).
A window into thinking: Using student writing to understand conceptual change in science learning
Authors: Fellows Nancy J. 
Published: October 2006

AbstractThis study, conducted in an inner‐city middle school, followed the conceptual changes shown in 25 students' writing over a 12‐week science unit. Conceptual changes for 6 target students are reported. Student understanding was assessed regarding the nature of matter and physical change by paper‐and‐pencil pretest and posttest. The 6 target students were interviewed about the goal concepts before and after instruction. Students' writing during lesson activities provided qualitative data about their understandings of the goal concepts across the science unit. The researcher constructed concept maps from students' written statements and compared the maps across time to assess changes in the schema of core concepts, complexity, and organization as a result of instruction. Target students' changes were studied in detail to determine patterns of conceptual change. After patterns were located in target students' maps, the remaining 19 students' maps were analyzed for similar patterns. The ideas that students identified in their writing showed changes in central concepts, complexity, and organization as the lessons progressed. When instructional events were analyzed in relation to students' demonstrated ideas, understanding of the goal conceptions appeared in students' writing more often when students had opportunities to explain their new ideas orally and in writing.
The development of scientific reasoning skills in conjunction with collaborative writing assignments: An interpretive study of six ninth‐grade students
Authors: Keys Carolyn W. 
Published: October 2006

AbstractIn this investigation, three classes of ninth‐grade general science students participated in a collaborative report‐writing intervention. The purpose of this portion of the study was to evaluate students' collaboratively written laboratory reports for evidence of the use of scientific reasoning skills and to document qualitative changes in reasoning skill use over time. The participants in the study were 6 ninth‐grade students, representing three collaborative writing pairs. During the intervention, students wrote 10 laboratory reports over a 4.5‐month period. The author and classroom teacher designed report guideline prompts to scaffold students in the use of relevant scientific reasoning skills. The results indicated that students used reasoning skills to assess their current models of scientific understanding, make observations, interpret the meaning of results, and generate new models based on their data and relevant information. Participants showed the most improvement in writing that reflected the reasoning skills of (a) selecting and processing textbook passages, (b) drawing conclusions and formulating models, and (c) comparing/contrasting. Over time, participants improved their ability to compose explanations that represented a synthesis of prior knowledge, activity observations, and other sources of information. Collaborative writing encouraged students to construct their own understandings of science concepts by creating an environment in which thinking, reasoning, and discussion were valued.
Letting girls speak out about science
Authors: Baker Dale , Leary Rosemary 
Published: October 2006

AbstractThe purpose of this study was to try to determine what influences girls to choose science. Forty girls were interviewed in Grades 2, 5, 8, 11 using a semistructured protocol. The interview focused on feelings about science, science careers, peer and parental support, and how science is taught. To determine whether their responses were based on gender, each girl was asked to respond to questions as if she were a boy. The girls were highly self‐confident and positive about science. All of the girls took a strong equity position and asserted that women can and should do science. The girls liked learning science in an interactive social context rather than participating in activities that isolated them such as independent reading, writing, or note taking. Those who chose science careers were drawn to them because of strong affective experiences with a loved one and a desire to help. The interviews were analyzed through the framework of women's affective and psychological needs.
Subject matter competence and the recruitment and retention of secondary science teachers
Authors: Shugart Sanford S. , Hounshell Paul B. 
Published: October 2006

AbstractThe purpose of this study was to investigate the relationship of subject matter knowledge in science and the patterns of entering, leaving, and remaining in the teaching profession among college graduates trained to be science teachers. To do this, National Teachers Examination (NTE) Biology and General Science test scores served as the proxy for science subject matter knowledge for a sample of 83 individuals initially certified to teach science in North Carolina during a 4‐year period of time. The career patterns of these individuals as science teachers were documented and their work status was identified as nonrecruits, defectors, or career teachers. Using maximum likelihood logistical regression (MLOGIT) analysis, the relationship between career status (the dependent variable) and knowledge of science, race, gender, and the race and status (public or private) of the college from which they graduated was investigated. Of the 83 individuals in the analysis, 30 (36.1%) were identified as nonrecruits, 31 (37.3%) as defectors, and 22 (26.5%) as career teachers. Science subject matter knowledge was found to have a significant (p = .01) effect on the likelihood of being a nonrecruit versus a career teacher. The magnitude of this effect was also important, with the likelihood of being a nonrecruit increasing 120% for every 100‐point increase in score on the NTE Biology and General Science tests. Science subject matter knowledge also had a significant effect (p = .05) on the likelihood of being a defector versus a career teacher, with the likelihood increasing 80% for every 100‐point increase in NTE Biology and General Science scores. No other significant relationships were found.
Two investigations of students' understanding of the mole concept and its use in problem solving
Authors: Staver John R. , Lumpe Andrew T. 
Published: October 2006

AbstractThe authors' purpose in a series of two investigations is to examine the following research questions: (1) How do college students define the mole concept? (2) How do college students explain the numerical identity between the atomic or molecular mass of a substance and its molar mass? (3) Is there a connection between students' definitions of the mole concept and their explanations of the numerical identity between the atomic or molecular mass and the molar mass of a substance? (4) Do the connections in question 3 extend to students' ability to solve mole concept problems? Research questions 1‐3 are examined first through an analysis of students' answers and errors on a chemistry examination question that assesses their knowledge of the mole concept and the numerical identity between the atomic or molecular mass of a substance and its molar mass. Forty‐eight students in the first quarter of first‐year chemistry for scientists and engineers at a large, urban, midwestern research university during summer session are the subjects. One question on the first exam assesses the extent to which students understand the mole concept and the above‐mentioned relation. Results indicate that students' most frequent errors are: (1) failing to define the mole in terms of 12C; (2) defining the mole as Avogadro's number; (3) defining the mole as a mass; and (4) constructing a logical argument in vague terms or by using improper knowledge. The results and limitations of the first investigation prompted a follow‐up study in which the authors add research question 4 and further examine research questions 1‐3 through qualitative methods. In the second study, the subjects are 12 college students enrolled in a chemistry course for students with little or no background in chemistry. Each subject participates in a think‐aloud protocol designed to focus on the research questions. The authors qualitatively analyze the content of written transcripts of the audiotaped think‐aloud sessions. Results of the second investigation indicate that students' definitions of the mole vary and that their definitions are connected to their understanding of the numerical identity issue. Moreover, students' understanding of the numerical identity issue is a major stumbling block in terms of their ability to solve two problems in the think‐aloud protocol. Results of both investigations are discussed in terms of research in chemical education and in cognitive science.
Restraints to reform: The congruence of teacher and student actions in a chemistry classroom
Authors: McRobbie Campbell , Tobin Kenneth 
Published: October 2006

AbstractAn interpretive methodology was employed to examine interrelations between teacher and student actions in a context of teaching and learning in an urban high school in Australia, a teacher of 20 years' experience, and a Grade 11 chemistry class. Data sources included teacher and student interviews, direct observation and videotapes of 4 weeks of lessons, and responses to a classroom environment survey. Three narratives were constructed for a typical lesson, the perspectives of the teacher, and the perspectives of a composite student. These narratives were used to describe what happened and communicate what we learned from the study. Initially, the teacher and students had difficulty describing their beliefs; however, as the study progressed they used language to describe their practices and construct mental models that fit with their practices and beliefs about learning. Teacher and student goals, beliefs about teacher and learner roles, and constructions of the context were coherent to such an extent that there was little impetus for change. These findings are discussed in terms of the difficulties of initiating and sustaining reform when the teacher and students are satisfied with what is happening and other sociocultural factors tend to support the status quo.
Students' coding orientation and school socializing context in their relation with students' scientific achievement
Authors: Fontinhas Fernanda , Morais Ana M. , Neves Isabel P. 
Published: October 2006

AbstractThe study described in this article is part of a broader research developed by the Project ESSA‐Socio‐logical Studies of the Classroom‐whose main aim is to find out pedagogic practices more appropriate to all children. The study is mainly based on Bernstein's theory (1977, 1990; Domingos et al., 1986) and uses his concept of code as instrument of analysis. It intends to analyze the relation between general coding orientation and school achievement of socially differentiated children (social class, race, gender). It also intends to study the influence of differential modalities of school pedagogic practice on children's coding orientation. The results show that there is a mutual influence of family and school factors on students' coding orientation and science achievement. Specific characteristics of a pedagogic practice seem to be favourable to the development of the elaborated coding orientation required by the school.
How does biological knowledge grow? a study of life scientists' research practices
Authors: Abrams Eleanor , Wandersee James H. 
Published: October 2006

AbstractIn his book entitled Restructuring Science Education: The Importance of Theories and Their Development (1990), science educator Richard A. Duschl presented an equiposed triadic model of the growth of scientific knowledge that is based upon the work of philosopher of science, Larry Laudan (1984). Stage 1 of our study tested that model against the research practices of 10 accomplished life scientists employed at a Carnegie Research 1 university, via purposive sampling, a carefully sequenced model‐based interview schedule, face‐to‐face questioning, and propositional analysis of the interview transcripts. In Stage 2, a revised research‐based graphic version of Laudan's model was presented to two experts on the nature of science (Drs. Richard Duschl and Nancy Nercessian) during an extended interview. From that interview, further data collection and analysis, and an extensive literature search, our Stage 1 graphic was elaborated. In response to the interview, 5 novice graduate students and 5 advanced graduate students or new Ph.D's of the original 10 life scientists were interviewed, using the same methods, to ascertain if their research perceptions and practices will differ from that of their mentors. Implications for the teaching of biological science were derived from the research findings.
Gender‐inclusive science teaching: A feminist‐constructivist approach
Authors: Roychoudhury Anita , Tippins Debora J. , Nichols Sharon E. 
Published: October 2006

AbstractThe underrepresentation of women in science is an extensively studied yet persistent concern of our society. Researchers have identified numerous educational and social factors thought to be responsible for this underrepresentation (Kahle, 1990a; Kelly, 1987). One of the dominant explanations, used by many researchers for years to discuss gender differences in science and mathematics achievement as well as interest, has been the differences in the cognitive abilities of men and women. This explanation, however, has been discarded in recent years (Linn & Hyde, 1989; Linn 1990). On the basis of their meta‐analyses of various studies. Linn and Hyde (1989) concluded that gender differences in cognitive skills have declined and those that remain are largely explained by experiential differences. Women may not have different cognitive abilities, but they may have a different way of learning rooted in their role in society. The epistemic differences between men and women stemming from their standpoint in life can help us understand their differential interaction with the nature of science, and hence their participation in the field. In the following section, we will briefly discuss the feminist critique of science and extend the implication to science education.
Sex differences in science museum exhibit attraction
Authors: Greenfield Teresa AráMbula 
Published: October 2006

AbstractThis study examines the relative attraction of hands‐on, interactive science museum exhibits for females and males. Studies have demonstrated that such exhibits can be effective learning experiences for children, with both academic and affective benefits. Other studies have shown that girls and boys do not always experience the same science‐related educational opportunities and that, even when they do, they do not necessarily receive the same benefits from them. These early differences can lead to more serious educational and professional disparities later in life. As interactive museum exhibits represent a science experience that is‐readily available to both girls and boys, the question arose as to whether they were being used similarly by the two groups as well as by adult women and men. It was found that both girls and boys used all types of exhibits, but that girls were more likely than boys to use puzzles and exhibits focusing on the human body; boys were more likely than girls to use computers and exhibits illustrating physical science principles. However, this was less true of children accompanied by adults (parents) than it was of unaccompanied children on school field trips who roamed the museum more freely.
Reasoning about Interactions between Variables
Authors: Zohar Anat 
Published: October 2006

AbstractThinking about interactions between variables is a necessary condition for accurate scientific thinking. The purpose of this study was to investigate difficulties in thinking about interactions between variables and to suggest remedial educational means. A conceptual analysis distinguishes between valid interaction inferences, invalid interaction inferences, and limited inferences which can be seen as a partial or a primitive interaction inference. Empirical findings show that expert thinkers demonstrate thinking about interactions at both an operational and a metastrategic level. Some lay‐adults however, although able to draw many limited inferences, encounter substantial difficulties in drawing valid interaction inferences while engaged in an investigation of a scientific sort. Four types of difficulties were identified in this study: lack of a “double set of controlled comparisons” strategy that is necessary for valid inferences about interacting variables; lack of the conceptual framework for interacting factors; diversion of attention to other features; and difficulty in maintaining the necessary control of other variables. The implications of the findings to science curriculum are discussed.
Effectiveness of Using Computer‐Assisted Supplementary Instruction for Teaching the Mole Concept
Authors: Yalçinalp Serpil , Geban Ömer , Özkan Ilker 
Published: October 2006

AbstractThis study examined the effect of computer‐assisted instruction (CAI), used as a problem‐solving supplement to classroom instruction, on students' understanding of chemical formulas and mole concept, their attitudes toward chemistry subjects, and CAI. The objective was to assess the effectiveness of CAI over recitation hours when both teaching methods were used as a supplement to the traditional chemistry instruction. We randomly selected two classes in a secondary school. Each teaching strategy was randomly assigned to one class. The experimental group received supplementary instruction delivered via CAI, while the control group received similar instruction through recitation hours. The data were analyzed using two‐way analysis of variance and t‐test. It was found that the students who used the CAI accompanied with lectures scored significantly higher than those who attended recitation hours, in terms of school subject achievement in chemistry and attitudes toward chemistry subjects. In addition, there was a significant improvement in the attitudes of students in the experimental group toward the use of computers in a chemistry course. There was no significant difference between the performances of females versus males in each treatment group.
Simple mathematical models to describe the rate of mating in insect populations
Authors: Kuno Eizi 
Published: October 2006

SummarySimple models are constructed to describe the rate of mating in insect populations. The models are based on the assumption of random mate‐searching in a closed habitat, including four parameters, i.e., population size, sex ratio, searching efficiency and male's capacity on mating frequency. The modes of effects of these parameters on the rate of mating are analyzed and some principles deduced are discussed in relation to the mating process in natural populations.
Asymptotic methods for modeling biological processes
Authors: Wollkind D. J. , Logan J. A. , Berryman A. A. 
Published: October 2006

SummaryThe technique of matched asymptotic expansions is discussed as a means for derivation of uniformly valid functions describing population processes. Use of the technique is then illustrated through quantitative description of a rate‐temperature model, development of a functional model relating survival to attack density in bark beetles, and finally for derivation of a generalized competition function. It is concluded that the technique has potentially wide application for development of descriptive models in population ecology.
Two fish species competition model with nonlinear interactions and equilibrium catches
Authors: Shirakihara Kunio , Tanaka Syoiti 
Published: October 2006

SummaryTwo species competition model is built up by assuming the hypothetical second order interactions in order to consider effects of exploitation on two competing fish species with non‐linear interactions. Most important characteristic of this model, compared withLotka‐Volterra type linear competition model, is that this model can possess multiple stable equilibrium points. Therefore there is a possibility that two species keeping the equilibrium state at one stable equilibrium point will be attracted to the other stable equilibrium point after a heavy perturbation.In this model reversible change of the fishing pressure does not always results in that of the equilibrium catch. In this sence MSY concept for single species can not be extended to this model. If there are multiple stable equilibrium points, the change of the dominant fish species, catastrophic and irreversible change of each equilibrium catch may be observed when the perturbation by the exploitation is added. This phenomenon immediately reminds us of the change of the dominant fish species between Japanese common mackerel and Pacific saury in the northwest Pacific Ocean.In case of the management of two competing fish species with nonlinear interactions, the consideration on the balance between the fishing pressure for each species may be as important as the decision on the catch limit for each species. MSY level for each species based on the single‐species theory could be quite erroneous.