bluuebunny/crossref_metadata_2025_split huggingface dataset:
Criterion‐referenced tests in science: An investigation of reliability, validity, and standards‐setting
Authors: Lang Harry G. 
Published: October 2006

AbstractScience teachers regularly find themselves confronted with the problem of determining the present level of performance of a student with respect to the course content. Those who approach the assessment of ability and/or achievement within a criterion‐referenced measurement framework need to know how accurate and consistent the decision‐making procedures are likely to be. In the present study, reliability, validity, and a standards‐setting procedure for a criterion‐referenced test were examined for use within a science curriculum. The results indicate that there are a number of factors influencing the reliability and validity of the test and that science teachers involved with criterion‐referenced measurement need to be aware of these factors to enhance the accuracy of their judgments.
Theoretical and practical significance of formal reasoning
Authors: Linn Marcia C. 
Published: October 2006

AbstractPiaget's theory has profoundly influenced science education research. Following Piaget, researchers have focused on content‐free strategies, developmentally based mechanisms, and structural models of each stage of reasoning. In practice, factors besides those considered in Piaget's theory influence whether or not a theoretically available strategy is used. Piaget's focus has minimized the research attention placed on what could be called “practical” factors in reasoning. Practical factors are factors that influence application of a theoretically available strategy, for example, previous experience with the task content, familiarity with task instructions, or personality style of the student. Piagetian theory has minimized the importance of practical factors and discouraged investigation of (1) the role of factual knowledge in reasoning, (2) the diagnosis of specific, task‐based errors in reasoning, (3) the influence of individual aptitudes on reasoning (e.g., field dependence‐independence), and (4) the effect of educational interventions designed to change reasoning. This article calls for new emphasis on practical factors in reasoning and suggests why research on practical factors in reasoning will enhance our understanding of how scientific reasoning is acquired and of how science education programs can foster it.
Analyzing arguments in science classroom discourse: Can teachers' questions distort scientific authority?
Authors: Russell Thomas L. 
Published: October 2006

AbstractTeaching commonly involves asking questions, in sequences that enable a teacher to control the direction and duration of subject‐matter discussion, while also maintaining attention and order. The form of questions and their role as means of instruction have received more study and discussion than the function of questions and their role in achieving particular ends of instruction. This study examines qualitatively the function of questions in developing arguments that establish scientific knowledge claims on the basis of reasons and evidence, and thereby suggest a rational attitude toward authority. Peters' (1966) distinction between a teacher's (rational) authority of knowledge and (traditional) authority of position is linked with Toulmin's (1958) pattern for rational arguments to establish a qualitative framework for judging the function of questions in arguments. Episodes from three science lessons are presented in verbatim transcription and analyzed to reveal three different ways in which teachers did not achieve the standard of suggesting a rational attitude toward authority. Question sequences such as these have a clear potential for distorting student understanding of the nature of scientific authority, with possible negative consequences for students' attitudes toward science.
A comparison of actual and preferred classroom environments as perceived by science teachers and students
Authors: Fisher Darrell L. , Fraser Barry J. 
Published: October 2006

AbstractThis study of perceptions of classroom environment is distinctive in that, first, it made use of two instruments (the Individualized Classroom Environment Questionnaire and Classroom Environment Scale) which have had very little use in prior science education research and, second, it involved assessment not only of student perceptions of actual environment, but also of student perceptions of preferred environments and teacher perceptions of actual environment. Administration of these instruments to a sample of 2175 junior high school students in 116 classes revealed that the environment scales exhibited satisfactory internal consistency reliability and discriminant validity in each of the three forms (student actual, student preferred, and teacher actual), and that there were some fascinating systematic differences between the profiles of environment scale scores obtained for the different forms. In particular, it was generally found that students preferred a more favorable classroom environment then was perceived as being actually present and that teachers perceived the environment of their classes more favorably than did students in the same classrooms.
Development of a test of experimental problem‐solving skills
Authors: Ross John A. , Maynes Florence J. 
Published: October 2006

AbstractThe emphasis given to experimental problem‐solving skills in science curriculum innovation has not been matched by the development of comparable assessment tools. Multiple‐choice tests were constructed for seven skills using learning hierarchies based on expert‐novice differences. The instruments were refined in three phases of field testing. The reliabilities of the tests are sufficient for making judgments of group performance, but are insufficient in a single administration for individual assessment. Evidence of the validity of the tests is presented and their worth is discussed within the framework of a theory of instruction.
The myth of equality in science classrooms
Authors: Kahle Jane Butler , Lakes Marsha K. 
Published: October 2006

AbstractAn analysis of the 1976‐1977 NAEP survey of science attitudes showed that, by age nine, females, although expressing similar or greater desires to participate in science activities, had consistently fewer experiences in science than boys of the same age. Science activities surveyed included use of common experimental materials and instruments, observation of scientific phenomena, and field trips. At ages 13 and 17, girls again reported fewer classroom and extracurricular science activities than boys. Their responses indicated narrow perceptions of science and of the usefulness of scientific research. In addition, they displayed generally negative attitudes toward science classes and careers. Suggestions to eliminate the inequalities found are offered.
Thirty studies involving the “scientific attitude inventory”: What confidence can we have in this instrument?
Authors: Munby Hugh 
Published: October 2006

AbstractThe purpose of this study is to show how conceptual analysis may be used to investigate the validity of a research instrument. The instrument chosen here, the Scientific Attitude Inventory (SAI), is by far the most popular of its type, yet the studies in which it has been used give reason to question its validity. Using the conceptual perspectives developed in the study, it is possible to show that many of the items which might be thought to tap attitudes can be interpreted quite differently. In this way, the discrepant results obtained by using the SAI in quantitative research can be explained. The report concludes that we can be less than certain of what is measured by the SAI, and that it needs reworking before it can be used with confidence. The report ends with some general concerns about attitude measurement and its place in science education research.
The comparative effects of different museum tours on children's attitudes and learning
Authors: Stronck David R. 
Published: October 2006

AbstractVarious studies contradict each other on the value of field trips and museum visits to improve learning and attitudes. This study concluded that students of grades, 5, 6, and 7 had significantly greater cognitive learning when they participated in a more structured tour, i.e., one led by a museum docent. Students of grades 5, 6, and 7, however, had significantly more positive attitudes when they participated in the less structured tour, i.e., one guided only by their classroom teacher. The study involved 816 students in 31 tours of the Natural History Gallery of the British Columbia Provincial Museum in Victoria.
An inquiry approach to science and language teaching
Authors: Rodriguez Imelda , Bethel Lowell J. 
Published: October 2006

AbstractThe purpose of this study was to determine the effectiveness of an inquiry approach to science and language teaching to further develop classification and oral communication skills of bilingual Mexican American third graders. A random sample consisting of 64 subjects was selected for experimental and control groups from a population of 120 bilingual Mexican American third graders. The Solomon Four‐Group experimental design was employed. Pre‐ and posttesting was performed by use of the Goldstein‐Sheerer Object Sorting Test, (GSOST) and the Test of Oral Communication Skills, (TOCS). The experimental group participated in a sequential series of science lessons which required manipulation of objects, exploration, peer interaction, and teacher‐pupil interaction. The children made observations and comparisons of familiar objects and then grouped them on the basis of perceived and inferred attributes. Children worked individually and in small groups. Analysis of variance procedures was used on the posttest scores to determine if there was a significant improvement in classification and oral communication skills in the experimental group. The results on the posttest scores indicated a significant improvement at the 0.01 level for the experimental group in both classification and oral communication skills. It was concluded that participation in the science inquiry lessons facilitated the development of classification and oral communication skills of bilingual children.
A framework for conceptualizing research in natural history museums and science centers
Authors: Koran John J. , Longino Sarah J. , Shafer Lynn D. 
Published: October 2006

AbstractNatural History Museums, Science Centers, Zoos, and Aquaria contribute considerably to out‐of‐school science experiences for visitors of all ages and characteristics. With birth rates and school age populations declining, it is likely that people will be looking to these settings for rest, recreation, stimulation, and learning. Science educators can play a leadership role in research, development, and in utilization of these settings to achieve learning and motivational objectives which support, supplement, and extend school science learning. But what is the current “state of the art” in this area? This article reviews relevant past studies, proposes a taxonomy of exhibits in museum settings, and focuses attention on factors which should be considered when studying learning in these settings. In addition, it presents some potentially productive methods of conceptualizing research, and suggests possible future lines of research for the science educator.
The effect of inquiry teaching and advance organizers upon student outcomes in science education
Authors: Lott Gerald W. 
Published: October 2006

AbstractTwo areas of research were explored in this meta‐analysis: comparison of inductive versus deductive teaching approachs, and the use of advance organizers. This study involved the coding of 128 characteristics for 39 studies which spanned the period from 1957 through 1980. The coding variables included 57 which were concerned with features of the treatment while 12 were concerned with outcome attributes. Aspects such as research methodology, sample characteristics, and instructional experiences were examined quantitatively in terms of their relationships to the treatment effects through the use of a common metric for all studies. Mean effect sizes were calculated and reported.
The importance of terminology in teaching K‐12 science
Authors: Yager Robert E. 
Published: October 2006

AbstractSeveral recent reports concerning the status of science education in K‐12 classrooms have emphasized the centrality of textbooks to instruction. Some initial investigations of the nature of textbooks have suggested that typically more new words and terms are introduced than one would expect to find in a similar time frame as foreign languages are studied. This is a review of these initial studies, a review of the studies of mastery of vocabulary in foreign languages, and a review of general research concerning the vocabulary development, especially as it pertains to reading. Twenty‐five of the most commonly used textbooks in K‐12 science classrooms are analyzed in terms of the occurrence of special/technical words. The number of words introduced at every level is considerable‐often more than would be required if a new language were being introduced. In addition, the number of new words in science often approaches the total number that could be expected in terms of total vocabulary increase at a given grade level for a given student. There is strong evidence that one major fact of the current crisis in science education is the considerable emphasis upon words/terms/definitions as the primary ingredient of science‐at least the science that a typical student encounters and that he/she is expected to master.
A neuromathematical model of human information processing and its application to science content acquisition
Authors: Anderson O. Roger 
Published: October 2006

AbstractThe rate of information processing during science learning and the efficiency of the learner in mobilizing relevant information in long‐term memory as an aid in transmitting newly acquired information to stable storage in long‐term memory are fundamental aspects of science content acquisition. These cognitive processes, moreover, may be substantially related in tempo and quality of organization to the efficiency of higher thought processes such as divergent thinking and problem‐solving ability that characterize scientific thought. As a contribution to our quantitative understanding of these fundamental information processes, a mathematical model of information acquisition is presented and empirically evaluated in comparison to evidence obtained from experimental studies of science content acquisition. Computer‐based models are used to simulate variations in learning parameters and to generate the theoretical predictions to be empirically tested. The initial tests of the predictive accuracy of the model show close agreement between predicted and actual mean recall scores in short‐term learning tasks. Implications of the model for human information acquisition and possible future research are discussed in the context of the unique theoretical framework of the model.
Credibility and persuasion: A sociopsychological approach to changing the attitudes toward energy conservation of preservice elementary school science teachers
Authors: Koballa Thomas R. , Shrigley Robert L. 
Published: October 2006

AbstractTested was the effect of two persuasive messages presented by a credible communicator on the attitudes toward energy conservation of 180 preservice elementary teachers. The study asked the following questions: (1) Can attitudes toward energy conservation be positively changed with a brief, belief‐laden communication? (2) Do positive attitude gains between pre‐ and post‐tests, if any, dissipate within three weeks following the treatment? (3) Do the integrated and the nonintegrated communications affect energy attitudes of three subgroups (abstract, concrete differentiator and concrete thinkers) of the sample differently? The important finding was that both experimental treatments, integrated and nonintegrated, were equally effective and significantly more effective in attitude change than the control. Secondly, the finding that neither experimental treatment dissipated in effect, at least for three weeks, suggests some duration of brief treatment periods. And finally, the attitude changes are as likely to occur when concrete differentiators are presented with a nonintegrated as an integrated treatment, but abstract thinkers exposed to the integrated treatment and concrete thinkers exposed to the nonintegrated treatment sustain a changed attitude to a greater degree than other combinations of treatment and cognitive processing styles.
Identifying mediating factors of moral reasoning in science education
Authors: Zeidler Dana L. , Schafer Larry E. 
Published: October 2006

AbstractThe purpose of this research was to examine how science content knowledge, moral reasoning ability, attitudes, and past experiences mediate the formation of moral judgments on environmental dilemmas. The study was conducted in two phases using environmental science majors and nonscience majors of college age. Phase One determined if environmental science majors exhibited higher levels of moral reasoning on nontechnical environmental social issues than on general social issues and examined the extent to which possible mediating factors accounted for differences in moral reasoning. Phase Two was qualitative in nature, the purpose of which was to observe and identify trends in conversations between subjects as to how certain mediating factors are revealed as people form moral judgments. The framework on which this study was constructed incorporates a progressive educational position; a position that views science education as being interdisciplinary, and a social means to a social end.
Science choices and preferences of middle and secondary school students in Utah
Authors: Baird J. Hugh , Lazarowitz Reuven , Allman Verl 
Published: October 2006

AbstractThis research sought to answer two questions: (1) What are Utah junior and senior high school students' preferences and choices regarding science subjects? (2) Could preferences and choices be related to the type of school, age or gender? Two thousand students from grades six through twelve participated in this study. Findings show that zoology and human anatomy and physiology were most preferred. Ecology was least prefered. Topics in the physical sciences were also low. There was a trend among girls to prefer natural sciences such as botany while boys tended to prefer the physical sciences. Generally, students' choices were limited to those subjects presently taught in the formal school curriculum. They appeared unaware of the many science related subjects outside the texts or the approved course of study.
Individual differences: A third component in problem‐solving instruction
Authors: Ronning Royce R. , McCurdy Donald , Ballinger Ruth 
Published: October 2006

AbstractPresent research in problem solving appears to be primarily concerned with problem‐solving methods and with degree of knowledge acquisition. A brief argument is advanced that this conceptualization is incomplete because of failure to consider individual differences among problem solvers (other than in problem‐solving methods and extent of knowledge). A viable theory of problem‐solving instruction must take into account all three areas. Evidence for the argument is presented in the form of data on problem‐solving success in junior high school students with extreme scores on Witkin's field independence‐field dependence measure of cognitive style. Problem‐solving protocols are examined as a second source of data. Field independent students significantly out‐performed field dependent students on the problems. Examination of protocols revealed consistent performance patterns favoring field independent students.
A study of gender effects in the science and mathematics course‐taking behavior of a group of students who graduated from college in the late 1970s
Authors: Deboer George E. 
Published: October 2006

AbstractThe purpose of this study was to examine the high school and collegiate science and mathematics participation and performance of a group of students who graduated from a single highly selective liberal arts college in the late 1970s. It was found that women took fewer science and mathematics courses than men but performed at a higher level both in high school and college. It was also found that students took fewer mathematics and science courses in college than in high school and that college performance and participation were related to performance and participation in high school.
Research data necessary for meaningful review of grade ten high school genetics curricula
Authors: Hackling Mark W. , Treagust David 
Published: October 2006

AbstractGrade 10 high school students' understanding of the mechanisms of inheritance was explored following a course of instruction. A partially standardized interview procedure was developed based on inheritance concepts and propositions which were considered necessary for an understanding of inheritance. Concepts and propositions that were understood, not understood, or misunderstood were identified. Analysis of interviews from 48 students revealed several important implications for science curriculum writers and science teachers of grade 10 genetics topics.
Identifying potential “dropouts” from college physics classes
Authors: Wollman Warren , Lawrenz Frances 
Published: October 2006

AbstractHudson and Rottman (1981) established that mathematics ability is probably a secondary factor influencing dropout from college physics courses. Other factors remain to be found for predicting who will drop out or at least have difficulty with the course. When mathematics ability is coupled with general indicators of performance (total GPA and ACT natural science), prediction of performance for those who complete the course is substantially improved. Moreover, discriminant analyses reveal who will have at least some difficulty, but not who will drop out. The problem of isolating specific weaknesses of students who have difficulty persists. Physics achievement appears to depend on mathematics ability only to the extent that students possess the ability to utilize mathematics knowledge for solving physics problems. Identification of the specific aspects of this ability as well as the specific deficiencies leading to dropout should be the object of future research. For the present, interviews might be more revealing than group testing methods.
Toward the development of a children's science curiosity measure
Authors: Harty Harold , Beall Dwight 
Published: October 2006

AbstractBased on the need for, suggestions about the construction, and existing measures serving as models found in the literature both inside and outside of science education, the “Children's Science Curiosity Scale” has undergone six versions using four different samples of fifth graders. Respectable internal consistency (alpha) and test‐retest reliabilities have been calculated. Concurrent validity has been demonstrated by significant positive correlations with another recognized curiosity measure, and by way of significant differences between students who were interested in science and students uncertain about interest in science. Somewhat weak predictive validity has been decided by way of significant positive correlations with students' semester science grades. Construct validity has been described and established by eight judges using six criteria, and supported through the use of factor analysis where four underlying factors were hypothesized as characteristics of science curiosity. Sex differences were also explored where significant differences were not found between the genders. Suggestions have been made concerning future attempts at instrument refinement, establishing conceptual validity, future research involving other variables, and classroom use in a variety of contexts.