bluuebunny/crossref_metadata_2025_split huggingface dataset:
Analysis of Binding Energetics in Paper and Thin‐Layer Chromatography
Authors: Magee Philip S. 
Published: October 2006

AbstractThe binding of organic compounds to inorganic and organic polymers can be resolved by multiple regression analysis of adsorption data. Such data are provided indirectly by adsorption chromatography retentions or directly through measured heats of adsorption. This study uses chromatographic data to explore the nature of low energy binding events in terms of a primary binding descriptor (log P or MR) modified by electronic, steric, and sub‐structural descriptors. Mechanistic details are clearly revealed in the linear structure‐adsorption equations so derived. Aromatic hydrocarbons, phenols, carboxylic acids, pyridines, and other classes adsorb on silica, paper, and Nylon 6 by mechanisms that are highly sensitive to structural change and, thus, easily resolved. The descriptors clearly indicate that binding predominates over the developing solvent effect.
Improving science education in the United States: A paper presented at the commonwealth conference on the teaching of science in schools. Ceylon, December 9–21, 1963
Authors: Gatewood Claude W. , Obourn Ellsworth S. 
Published: October 2006

AbstractAt the invitation of the Commonwealth Education Liaison Committee of the United Kingdom, Dr. Claude Gatewood and Dr. Ellsworth Obourn of the National Science Foundation and the United States Office of Education, respectively, prepared a major document describing science education in the United States for presentation at the Commonwealth Conference on the Teaching of Science in Schools. Their paper is a remarkably complete statement of the situation in the United States at the present time and as such it will be of great interest to students of science education throughout the world. The Editorial Advisory Board, in view of the unusual nature of the document and of the world‐wide importance of the Ceylon Conference at which it was presented, has agreed to make it possible for this paper to be brought to the attention of science educators throughout the world. In this way, the Journal can help to fulfill one of the purposes for which it was established—that of promoting increased understanding of science education and, through this, the improvement of science teaching. Reprints will be available from the Editor, Journal of Research in Science Teaching, Department of Science Education, Florida Slate University, Tallahassee, Florida, at a cost of $0.50 per copy.
Learning research and curriculum development
Authors: Cronbach Lee J. 
Published: October 2006

AbstractIn this paper Cronbach comments on the gap that exists between learning research and curriculum development. Essentially, Cronbach is saying that learning theories have not been particularly helpful in telling the curriculum maker about arranging an optimum sequence of experiences for children in school. Current curriculum reforms are proceeding on other bases. He finds Piaget's theory of cognitive development posing similar questions of bridging the gap between cognitive development and curriculum development, but not emerging with clear pedagogical answers.
Internal necessity and contradiction in children's thinking
Authors: Smedslund Jan 
Published: October 2006

AbstractSmedslund presents a hypothesis about logical (internal) necessity and contradiction as empirical contingencies in the determination of children's intellectual and personal development. The, difference is distinguished between Piaget's concept of equilibration (as “the accord of thought with itself”) and learning (as “the accord of thought with things”). Citing the similarity of the concept of equilibration to Festinger's cognitive dissonance theory, Smedslund holds that the direction of the changes in children's thinking is not determined by external reinforcement.
The Illinois studies in inquiry training
Authors: Suchman J. Richard 
Published: October 2006

AbstractSuchman describes the Illinois Studies in Inquiry Training Project at the University of Illinois. Three conditions facilitating inquiry in classroom settings are identified: a focus for attention, freedom, and a responsive environment. The elaboration of these conditions and the shift in motivation which results from creating them are discussed. Examples of the inquiry training process are presented. A pilot study is reported wherein it was discovered that children who rated high on cognitive control, impulsivity, and autonomy were more effective inquirers than children who were low on any of these three factors.
An experimental comparison of urban children with suburban children on eight tasks of basic skills
Authors: George Kenneth D. , Dietz Maureen A. 
Published: October 2006

AbstractAbout 1500 children from an inner city school district and a suburban school district were asked to perform eight tasks of basic skills. There were differences in the performances of the children. The differences depended upon the socio‐economic background of the children. On many of the skills, third grade urban children were similar to first grade suburban children. It is for this reason that the inner city children in this study were considered disadvantaged and a program of skill development has begun. Inner city children must have experiences that will help them acquire the skills that suburban children have acquired before entering school.
Out of school science sequence for paired schools
Authors: Davidoff Stephen H. 
Published: October 2006

AbstractSixth grade children representing each of the eight Philadelphia Public School Districts attended morning sessions at the Franklin Institute one day a week for a seven‐week cycle. Each weekday, a different pair of schools participated, thereby, involving the same 10 schools each week for the cycle. The two program cycles involved 700 children and 20 teachers from 20 different schools.The first cycle was used as a “tooling‐up period.” During this time instruments were developed. During the second cycle measurements of science information and student interactions were made.
The effect of instruction on the acquisition of conservation of volume
Authors: Howe Ann C. , Butts David P. 
Published: October 2006

AbstractPerformances of fourth and sixth grade children who had been in a program based on Science—A Process Approach were compared with performances of control groups on two conservation‐of‐volume tasks. The fourth grade children who had had Science—A Process Approach performed at a higher level than the control group on one of the tasks. There were no other significant differences between groups.The volume tasks were analyzed and learning hierarchies devised. A test based on the hierarchies was constructed and administered to all (189) children. An instructional program based on the hierarchies was carried out with approximately half of the children in each school at each grade level. All children were then post‐tested on the volume tasks and the tasks of the learning hierarchies. All groups who had deceived instruction had higher mean scores on the Learning Hierarchies Test but no group made a significant improvement on the volume tasks. Performance of the volume tasks was found to be related to age and score on the Learning Hierarchies Test.
Type of high school biology program and its effect on student attitude and achievement in college life science
Authors: Granger Charles R. , Yager Robert E. 
Published: October 2006

AbstractA specially designed questionnaire and a modification of the “Science Classroom Activity Checklist” by L. H. Krockendorfer were used to categorize 299 life science students at the University of Iowa into two groups; those with high school biology backgrounds founded in the BSCS philosophy and those with traditionally oriented backgrounds. These groups were compared with respect to grade achievement in a college life science course, ratings of their background for the college course, and their attitude toward biology as established by their high school experience. With respect to inquiry and student‐centered methods, texts were revealed as poor indicators of types of programs offered.
A multivariate analysis of task dimensions related to science concept learning difficulties in primary school children
Authors: Raven Ronald J. 
Published: October 2006

AbstractThe purpose of this study was to determine if achievement on a series of problems was affected by differences among task values within a dimension. Values within inference pattern, goal object, and percept dimensions were studied. One hundred and sixty primary school children participated in the study. An analysis of the results of their achievement on the tasks indicate that task solution is affected by the dimension values used in this study. The results of the study suggest that a multidimensional scale of task dimension values should be constructed in order to assist the curriculum specialist in the construction and sequencing of concept tasks for specific grade levels.
The relationship of pupil control ideology and innovative classroom practices
Authors: Jones Paul L. , Blakenship Jacob W. 
Published: October 2006

AbstractPupil control has been described as the major problem facing our schools. Teachers have been described as reluctant to adopt innovative practices in the classroom for fear of being charged as soft on discipline. This paper reports on research designed to test the relationship of biology teachers' pupil control and their classroom practices.A sample of 68 biology teachers was selected by a stratified randomized process for the study. Two groups of teachers were compared on the variables of the Biology Classroom Activity Checklist.Analysis of the results permitted the authors to conclude that those teachers who have a more humanistic pupil control ideology may be preferred to work with the BSCS programs than those teachers who have a more custodial pupil control ideology.
Ease of grading and enrollments in secondary school science I. A model and its possible tests
Authors: Bridgham Robert 
Published: October 2006

AbstractLow enrollments in the physical sciences have been a professional concern for some time, primarily because of their adverse effect on the general education of high school students, but also because of their effect on the teaching of the physical sciences and their possible impact on vocational choice, notably that of potential teachers. A model that relates ease of grading in the sciences to science enrollments is presented. Its central assumption is that an appropriate measure of ease of grading in a science course is the discrepancy between students' grade values in the science course and their grade values in other academic subjects, averaged across students in the course. Consideration of possible tests of the model leads to the conclusion that the most sensible initial test will be provided by a correlational study of the effects of ease of grading, following the secondary career of students in a single graduating class from a number of high schools by using data in existing school records.
The smallest meaningful sample of classroom transactions
Authors: Rosenshine Barak 
Published: October 2006

AbstractIn order to explore the question of the number of observations necessary to obtain a trustworthy sample of classroom transactions, the data from an existing study were reanalyzed. Sixteen teachers, all of whom were trained to use the materials and procedures of the Science Curriculum Improvement Study, were observed four times with a five‐category system which classified teacher questions. In this sample, teachers were extremely variable across occasions. The reliability of a single observation was zero for four of the five variables. For the fifth variable, asking students to hypothesize, it was estimated that 11 to 20 observations would be necessary to obtain a stable mean score for each teacher.
Commentary on “how significant are nonsignificant differences?”
Authors: Lamb William G. , Neie V. E. 
Published: October 2006

AbstractFor example, rather than reject or not reject the null hypothesis on the basis of whether the probability level is less than or greater than 0.05, one would report that p = 0.07, say, and then let the reader decide whether this value is sufficiently small to warrant the conclusion that something other than chance is producing the difference, i.e., the treatment.
Instruction and science learning: A quantitative synthesis
Authors: Boulanger F. David 
Published: October 2006

AbstractThe purpose of this study was to quantitatively synthesize quality and quantity of instruction studies with the same or similar independent variables in the published science education grade 6‐12 research of the 1963‐1978 period. Fifty‐two studies formed six clusters and revealed significant positive cognitive outcomes due to the use of preinstructional strategies, training in scientific thinking, increased structure in the verbal content of materials, and increased realism or concreteness in adjunct materials. In general, systematic innovation in instruction was found to produce positive improvements over the norm or traditional practice. Methodologically, improved research design quality was related to larger effect sizes. Recommendations are made regarding application, use of multiple measures, attitudinal research, use of general education findings, and the reporting of research.
The effect of computer‐assisted instruction on the attitudes of college students toward computers and chemistry
Authors: Cavin Claudia S. , Cavin E. D. , Lagowski J. J. 
Published: October 2006

AbstractThe purpose of this study was to see whether college students' attitudes toward computers and chemistry would be affected by using CAI materials in a chemistry course, and whether there would be any difference for students of different sex. Students were randomly assigned to experimental and control groups, pre‐ and posttests were given to both groups, and the data were analyzed using 2‐way analysis of covariance. It was found that the attitude of women toward computers was improved by using CAI. No change in attitude toward chemistry was found.
The development of the concepts of heat and temperature in 10‐13 year‐olds
Authors: Shayer Michael , Wylam Hugh 
Published: October 2006

AbstractA crucial issue in the theory of science education at present is the problem of how much it is possible to generalize about steps in understanding achieved by different pupils in a given topic. Many Piagetians believe that there are qualitatively different steps followed in the same succession by all pupils: some Ausubelians believe that there is no such order, and that for each pupil the best criterion for the teacher is the pupil's present knowledge. One purpose of this study is to shed light on this issue. The study to be described made use of three inputs. The development of a technique of ‘psychometrising Piaget’ by an English team based at London University provided a way of extending a study by Erickson (1977) of personal conceptual inventories to testing a sample of 200 children by a 68 item demonstrated group‐test. In addition a team of curriculum developers had provided a tentative list of objectives for the teaching of Heat to Middle School students. The schools in which the study was carried out wished to know which of the objectives were more suitable for 9 or for 12 year‐olds. The group‐test utilized descriptors both from the Erickson study and from the list of curriculum objectives. In addition to the Heat test a Piagetian group‐test (NFER, 1979) in the area of Volume and Heaviness was administered to see whether the development of concepts of Heat could be mapped onto Piagetian stages of development. Test‐items in nine aspects of heat were written, with some of the experiments to be demonstrated to the class. These aspects included Conduction, Expansion, Composition of Heat, Temperature Scales, Changes of State, etc. Factor analysis of the data showed that one factor was sufficient to explain the common‐factor variance of the heat scales, and that the Heat test was also unifactor with the Piagetian test. It was possible to describe Early Concrete, Late Concrete and Early Formal levels of understanding in the area of Heat and Temperature. In this particular case it appears that the hypothesis of a number of different developmental paths, dependent on previous experience, cannot be sustained. It is not claimed that this would be true of all cognitive development, particularly where culture‐specific myths may be involved.
An experimental test of an extended discretion approach for high school biology laboratory investigations
Authors: Leonard William H. , Cavana Gordon R. , Lowery Lawrence F. 
Published: October 2006

AbstractDiscretion‐the exercise of independent judgment‐was observed to be lacking in most commercially available laboratory investigations for high school biology. An Extended Discretion (ED) laboratory approach was developed and tested experimentally against the BSCS Green Version laboratory program, using ten classes of 10th‐grade biology in a suburban California high school. Five teachers were each assigned one experimental and one control group. The primary differences between the two approaches were that the BSCS was more prescriptive and directive than the ED approach and the ED approach increased discretionary demands upon the student over the school year. A treatment verification procedure showed statistically significant differences between the two approaches. The hypothesis under test was that when high school biology students are taught laboratory concepts under comparatively high discretionary demands, they would perform as well as or better than a similar group of students taught with BSCS Green Version investigations. A second hypothesis was that teachers would prefer to use the ED approach over the BSCS approach for their future classes. A t analysis between experimental and control groups for each teacher was employed. There were significant differences in favor of the ED group on laboratory report scores for three teachers and no differences for two teachers. There were significant differences in favor of the ED group on laboratory concepts quiz scores for three teachers, no differences for one teacher, and significant differences in favor of the BSCS group for only one teacher. A t analysis of teacher evaluation of the two approaches showed a significant teacher preference overall for the ED approach. Both experimental hypotheses were accepted. The ED approach was observed to be difficult for students at first, but it was found to be a workable and productive means of teaching laboratory concepts in biology which also required extensive use of individual student discretion.
A descriptive instrument for use in investigating science laboratories
Authors: Abraham Michael R. 
Published: October 2006

AbstractThe purpose of this paper is to introduce a Q‐sort type instrument which is useful for obtaining descriptive information about teaching methods and curriculum materials used in the science laboratory. This instrument, The Laboratory Program Variables Inventory (LPVI), was used in a series of experiments investigating laboratory formats used in college general chemistry courses. Three possible formats were investigated: (1) verification laboratories, (2) guided inquiry laboratories, and (3) open/guided inquiry laboratories. Using several data analysis techniques, LPVI data were used to operationally define the three formats and identify specific criteria for discriminating among them. The use of the Q‐sort, in general, and the LPVI specifically, might fulfill a number of evaluation needs in science education including: (1) developing operational definition of constructs (e.g., “inquiry”), (2) diagnosing problems in curriculum development or implementation, (3) rationalizing differences in treatment groups in educational experiments, and (4) monitoring the effect of teacher education efforts.
Affective predictors of preservice science teaching behavior
Authors: Sunal Dennis W. 
Published: October 2006

AbstractThe study investigated affective changes in elementary preservice teachers during a formative period and related these changes to the development of specific classroom science teaching behaviors. Thirty preservice teachers were randomly selected from a population involved in a field oriented methods course program. Analysis of pre and post affective measures and concurrent measures of perception and performance of teaching behaviors during this formative period found significant developmental relationships. The results suggest the effective use of instruments measuring certain affective changes during a formative period and moderate to strong predictive effects of the development and perception of classroom teaching behaviors. The affective changes which demonstrated relationship with teaching behavior included specific aspects of interests and attitudes toward teaching science and children learning science. No relationship was found with preservice attitudes toward nature.
Analysis of an instructional unit for level of cognitive demand
Authors: Howe Ann C. , Durr Beulah P. 
Published: October 2006

AbstractA section of the secondary chemistry curriculum was analyzed to determine the level of cognitive demand of the various aspects of the selected topic. Piagetian levels of thinking of 71 pupils were initially assessed by two group tests, a unit on the mole was taught, and guidelines were used to estimate the level of cognitive operations required by each concept and problem type in the unit. Results of a 23‐item test were used to compare the estimated level of cognitive demand of each test item with the Piagetian cognitive level of pupils who were able to answer the item correctly. It was found that pupil cognitive level was positively associated with overall unit test score and with percent success on all test items. Predicted levels of cognitive demand were confirmed for eight items and were within one level for nine additional items.
A causal model of students' achievement in a college physics course
Authors: Champagne Audrey B. , Klopfer Leopold E. 
Published: October 2006

AbstractTo explain students' achievement in the mechanics segment of a college physics course, a causal model is proposed whose variables are the three constructs: Newtonian physics, math ability, and science experience. Each variable specifies several variates, whose numerical values were measured and intercorrelations computed. The Factorial Modeling (FaM) procedure is applied to the data to estimate the coefficients of the proposed model's structural equations. The FaM results indicate that the model is plausible and that its first two variables account for approximately 34% of the variance in the criterion variate, students' mechanics achievement. The implications of the findings for physics instruction are discussed.