bluuebunny/crossref_metadata_2025_split huggingface dataset:
The rate of acquisition of formal operational schemata in adolescence: A secondary analysis
Authors: Eckstein Shulamith G. , Shemesh Michal 
Published: October 2006

AbstractA theoretical model of cognitive development is applied to the study of the acquisition of formal operational schemata by adolescents. The model predicts that the proportion of adolescents who have not yet acquired the ability to perform a a specific Piagetian‐like task is an exponentially decreasing function of age. The model has been used to analyze the data of two large‐scale studies performed in the United States and in Israel. The functional dependence upon age was found to be the same in both countries for tasks which are used to assess the following formal operations: proportional reasoning, probabilistic reasoning, correlations, and combinatorial analysis. Different functional dependence was found for tasks assessing conservation, control of variables, and prepositional logic. These results give support to the “unity” hypothesis of cognitive development, that is, the hypothesis that the various schemata of formal thought appear simultaneously.
A comparative analysis of the perceived influence of advanced placement and honors programs upon science instruction
Authors: Herr Norman Edward 
Published: October 2006

AbstractThese are two major models for advanced science instruction in American high schools, the traditional honors program and the Advanced Placement (AP) program of the College Entrance Examination Board. Using the self‐reports of teachers who were experienced in teaching honors and AP courses to students of similar academic preparation and ability, the author examined the perceived influences of program format upon the use of basic teaching techniques, the laboratory experience, the pace of the course, curricular freedom, and student creativity. One of the most notable aspects of the AP program is the speed at which teachers move through the curriculum. In the rush to prepare students for the exam, most AP teachers adopt a strong lecture format and minimize student‐centered activities such as laboratory experimentation, student projects, and student presentations. When laboratory work is not assessed on the national AP examination, such experiences are sacrificed to provide time for lecture. When laboratory experiments are assessed, however, teachers respond by allocating more time for laboratory work, and by upgrading their exercises to make them more quantitative and experimental than those used previously or those used in honors classes. Although AP is associated with a loss in curricular freedom and flexibility, teachers perceive no clear influence of program format upon student creativity.
A study of student outcomes and teacher characteristics in exemplary middle and junior high science programs
Authors: Brunkhorst Bonnie J. 
Published: October 2006

AbstractRecent efforts of the National Association for Research in Science Teaching (NARST) and the National Science Teachers Association (NSTA) have encouraged collaborative “research partnerships” between university researchers and classroom science teachers. This research partners study, begun in 1987, examined student outcomes and teacher characteristics in middle/junior high exemplary programs identified by the NSTA's Search for Excellence in Science Education (SESE). A second year of the study has been completed involving SESE program teachers with similar instructional profiles. Using Iowa Test of Basic Skills and National Assessment of Educational Progress (NAEP) items, key teachers in those SESE programs examined their seventh‐ and eighth‐grade student outcomes in three domains: (a) knowledge, (b) attitudes, and (c) applications/connections. Results were compared with national populations. A similar study was conducted during the second year, involving teachers from the first year and additional teachers with instructional practice profiles similar to those in SESE programs. Teachers were surveyed using a questionnaire from the Report of the 1977 National Survey of Science, Mathematics and Social Studies Education Teachers (Weiss, 1978a) and supplemental questions (Bonnstetter, 1985). This study found that in exemplary middle/junior high programs: (a) as a group, students achieve high scores in science knowledge and maintain or develop positive attitudes toward science; and (b) students need opportunities to make connections between what they learn in science and personal responsibility.
Causal modeling of secondary science students' intentions to enroll in physics
Authors: Crawley Frank E. , Black Carolyn B. 
Published: October 2006

AbstractThe purpose of this study was to explore the utility of the theory of planned behavior model developed by social psychologists for understanding and predicting the behavioral intentions of secondary science students regarding enrolling in physics. In particular, the study used a three‐stage causal model to investigate the links from external variables to behavioral, normative, and control beliefs; from beliefs to attitudes, subjective norm, and perceived behavioral control; and from attitudes, subjective norm, and perceived behavioral control to behavioral intentions. The causal modeling method was employed to verify the underlying causes of secondary science students' interest in enrolling physics as predicted in the theory of planned behavior. Data were collected from secondary science students (N = 264) residing in a central Texas city who were enrolled in earth science (8th grade), biology (9th grade), physical science (10th grade), or chemistry (11th grade) courses. Cause‐and‐effect relationships were analyzed using path analysis to test the direct effects of model variables specified in the theory of planned behavior. Results of this study indicated that students' intention to enroll in a high school physics course was determined by their attitude toward enrollment and their degree of perceived behavioral control. Attitude, subjective norm, and perceived behavioral control were, in turn, formed as a result of specific beliefs that students held about enrolling in physics. Grade level and career goals were found to be instrumental in shaping students' attitude. Immediate family members were identified as major referents in the social support system for enrolling in physics. Course and extracurricular conflicts and the fear of failure were shown to be the primary beliefs obstructing students' perception of control over physics enrollment. Specific recommendations are offered to researchers and practitioners for strengthening secondary school students' intentions to study physics.
College science majors' perceptions of secondary school science: An exploratory investigation
Authors: Eichinger John 
Published: October 2006

AbstractThis investigation collected and analyzed the perceptions of 45 college science majors regarding their formal science experiences in junior high and high school. Data were gathered using a 72‐item survey developed by the author and distributed through subjects' college classes. Analysis included a comparison of subjects' responses with the perceptions of young adults not attending college. Results suggested that college science majors (a) generally hold science in higher regard than do noncollegiate young adults, (b) preferred science teachers who were enthusiastic, knowledgeable, friendly, inspirational, and “fun,” and (c) favored science classes that offered laboratory work, teacher demonstrations, projects, and audiovisual materials. Discrepancies were discovered, however, between subjects' preferences and their recollected experiences in science classrooms, especially at the junior high level.
Systematic modeling versus the learning cycle: Comparative effects on integrated science process skill achievement
Authors: Rubin Rochelle L. , Norman John T. 
Published: October 2006

AbstractThis study assessed the effectiveness of the systematic modeling teaching strategy on integrated science process skills and formal reasoning ability. Urban middle school students received a three‐month process skill intervention treatment from teachers trained in either the use of systematic modeling or the learning‐cycle model. A third, control group received traditional science instruction. The analysis of data revealed that (a) students receiving modeled instruction demonstrated a significant difference in their achievement of process skills when compared to either of the control groups. (b) Students taught by teachers who had received special process skill and strategy training demonstrated a significant difference in their process skill achievement when compared with the control group. (c) Students at different cognitive reasoning levels demonstrated significantly different process skill ability.
Using videodisk instruction in an elementary science methods course: Remediating science knowledge deficiencies and facilitating science teaching attitudes
Authors: Vitale Michael R. , Romance Nancy R. 
Published: October 2006

AbstractInadequate science knowledge of preservice teachers enrolled in science methods courses not only limits their mastery of effective teaching practices, but also may foster negative attitudes toward science teaching. This study investigated the influence of science knowledge upon attitudes toward science teaching in a one‐semester elementary science methods course by embedding a videodisk‐based instructional component to remediate knowledge deficiencies. Preservice teachers in the experimental group first learned core concepts in physical and earth science through a series of 24 interactive videodisk lessons and then used the concepts as a foundation for preparing and presenting model science lessons. Results showed that the experimental group overcame their initial knowledge deficiencies by mastering the core concepts presented (mean proportion correct on mastery test = 0.91), with multivariate covariance analysis confirming that the experimentals gain in science knowledge was significantly greater than comparable controls in the parallel science methods sections. Additionally, as a result of mastering the core concepts underlying earth science, preservice teachers using the videodisk instruction also displayed significantly greater confidence in their understanding of science knowledge and more positive attitudes toward science teaching at the elementary levels. Implications for improving elementary science teaching through preservice and in‐service training are discussed.
Teaching strategies associated with conceptual change learning in Science
Authors: Smith Edward L. , Blakeslee Theron D. , Anderson Charles W. 
Published: October 2006

AbstractThe use of teaching strategies associated with a conceptual change model of science teaching was examined in a study of thirteen 7th‐grade life science teachers. Teachers taught units on photosynthesis, cellular respiration, and matter cycling in ecosystems in their regular classes under conditions varying as to whether or not conceptual change‐oriented instructional materials and training sessions were provided. Greater use of conceptual change teaching strategies was associated with use of the special instructional materials, but not with the training. Students in classes where teachers were provided with the materials tended to perform better on posttests than those where such materials were not provided. The use of the conceptual change strategies by teachers was also associated with higher student performance on tests designed to assess conceptual change learning. The results support claims for the usefulness of conceptual change teaching strategies, but few of the teachers in this study could successfully implement these strategies without the support of appropriately designed curriculum materials.
A study of the effects of an organization change from streamed to mixed‐ability classes upon science classroom instruction
Authors: Hacker R. G. , Rowe M. J. 
Published: October 2006

AbstractThe aim of this study was to quantify possible changes in the classroom learning experiences of high‐ and low‐ability pupils, which might accompany an organizational change from streamed to mixed‐ability classes for learning science in secondary schools. Deteriorations in the quality of the classroom interactions of both high‐ and low‐ability pupils were found, these deteriorations being particularly significant for high‐ability pupils. It was suggested that these changes in classroom processes might provide the key to understanding the superior academic achievement of pupils in homogenous groups, which has been reported by other research workers. It was concluded that the nine teachers studied did not respond to this organizational change by individualizing classroom activities. Instead, they tended to teach to the middle of the ability range, with both ends of the ability spectrum being adversely affected, in terms of classroom behaviors. For high‐ability pupils, the observed learning experiences became more structured and teacher‐directed in mixed‐ability classes, with decreased opportunities' for these pupils to practice a range of higher‐order intellectual skills. For slow‐ability pupils, an overall decrease in the frequencies of classroom behaviors was recorded. However, these changes in classroom processes were small compared with those experienced by high‐ability pupils.
The relation of locus‐of‐control orientation and task structure to problem‐solving performance of sixth‐grade student pairs
Authors: Main June Dewey , Rowe Mary Budd 
Published: October 2006

AbstractThis study investigated the relationship of locus‐of‐control orientations and task structure to the science problem‐solving performance of 100 same‐sex, sixth‐grade student pairs. Pairs performed a four‐variable problem‐solving task, racing cylinders down a ramp in a series of trials to determine the 3 fastest of 18 different cylinders. The task was completed in one of two treatment conditions: the structured condition with moderate cuing and the unstructured condition with minimal cuing. Pairs completed an after‐task assessment, predicting the results of proposed cylinder races, to measure the ability to understand and apply task concepts. Overall conclusions were: (1) There was no relationship between locus‐of‐control orientation and effectiveness of problem‐solving strategy; (2) internality was significantly related to higher accuracy on task solutions and on after‐task predictions; (3) there was no significant relationship between task structure and effectiveness of problem‐solving strategy; (4) solutions to the task were more accurate in the unstructured task condition; (5) internality related to more accurate solutions in the unstructured task condition.
Middle school students' achievement in laboratory investigations: Explicit versus tacit knowledge
Authors: Toh Kok‐Aun , Woolnough Brian E. 
Published: October 2006

AbstractThis study examined the relative importance of middle school students' explicit knowledge and tacit knowledge in carrying out open‐ended laboratory investigations. The results indicate that the students provided with explicit knowledge through instruction performed significantly better in overall achievement in such investigations than those using only tacit knowledge. However, the performance over the duration of the study (7 weeks) of those students provided with explicit knowledge improved for some integrated process skills, while for other skills, the explicit knowledge gave no significant advantage over those provided with tacit knowledge. These findings have important implications on what teachers should emphasize when teaching open‐ended laboratory investigations.
Students' preconceptions of the nature of gases
Authors: Benson Darryl L. , Wittrock Merlin C. , Baur Mario E. 
Published: October 2006

AbstractA total of 1098 students, from second graders to university chemistry students, drew representations of highly magnified views of air at 1.0 atmosphere of pressure and at 0.5 atmosphere of pressure. The drawings were classified and the authors inferred from them a relatively limited number of preconceptions of the nature of gases. Several major trends occurred in the frequencies of these inferred preconceptions held at different grade levels. The majority of the drawings that were not in fairly close agreement with atomic theory seemed to reflect one or more of the following misconceptions: (a) air is a continuous (nonparticulate) substance, (b) gas behavior is similar to liquid behavior, and (c) there is relatively little space between gas particles. The number of drawings that gave evidence of particulate views ranged from 8% for Grades 2–4 to 85% for university chemistry students. However, 33% of the university students' drawings showed highly packed particles, and only 37% showed particles in an approximately correct geometrical distribution. The authors suggest a technique for promoting conceptual change among students who possess alternative views of the nature of gases.
Learning about energy: The influence of alternative frameworks, cognitive levels, and closed‐mindedness
Authors: Trumper Ricardo , Gorsky Paul 
Published: October 2006

AbstractThis article reports on a two‐part study designed (a) to find the relation, if any, between junior high school students' alternative frameworks on energy held prior to instruction and their cognitive level of operations, either preformal or formal, and (b) to determine the relation, if any, between junior and senior high school students' success or failure in learning about energy and their alternative frameworks, their levels of cognitive operations, and their tendencies toward open‐ or closed‐mindedness. In Part 1, we found no significant relation between junior high school students' prior alternative frameworks on energy and their cognitive levels of operations. In Part 2, we found that significantly better learning outcomes were achieved by students who had higher cognitive level scores. We also found that the extent to which students succeeded in learning the energy concept was a function of their prior knowledge. That is, certain alternative frameworks held prior to instruction may have facilitated the learning process. Finally, we found that the two groups (i.e., those who succeeded in learning about energy and those who did not) could not be distinguished according to scores in open‐ or closed‐mindedness. These finding reinforce the assumption that learning is more domain specific than earlier theorists believed.
The effects of cooperative learning in a physical science course for elementary/middle level preservice teachers
Authors: Burron Bruce , James M. Lynn , Ambrosio Anthony L. 
Published: October 2006

AbstractAlthough many studies have shown the effectiveness of cooperative learning in a variety of settings in grades K–12, relatively few have focused on higher education. This study compared two physical science laboratory sections in a course for elementary/middle level preservice teachers. One section was taught in the traditional method, and the other was instructed using the Learning Together technique of cooperative learning. Comparisons between the two laboratory sections assessed any differences in student achievement and collaborative skills. In addition, the cooperative learning group completed a questionnaire that assessed their perception of the effectiveness of cooperative learning compared to more traditional methods of instruction, and their attitudes toward the laboratory section. Although no significant differences were observed in achievement, the cooperative learning group exhibited significant gains in collaborative skills. By the end of the course, cooperative learning students indicated a high comfort level for the laboratory.
Using cognitive referents in making sense of teaching: A chemistry teacher's struggle to change assessment practices
Authors: Briscoe Carol 
Published: October 2006

AbstractThis qualitative case study focused on the role of cognitive referents in the sense‐making process of one teacher as he attempted to change his classroom science assessment. The interpretations identify cultural myths, conceptual metonymys, as well as personally constructed beliefs as referents that constrained change. The teacher's cognitive struggle to make sense of assessment and his role as assessor are linked to conflicting referents he used in varying contexts including day‐to‐day assessment and summative assessment settings. The results of the study suggest that cognitive referents are important influences in driving how a teacher thinks about assessment and may constrain an individual teacher's implementation of innovative practices. Accordingly, identification of referents such as myths, their associated beliefs, and metonymic conceptual models that teachers use to make sense of their actions is an important first step in developing an understanding of constraints to educational change.
Teaching with analogies: A case study in grade‐10 optics
Authors: Harrison Allan G. , Treagust David F. 
Published: October 2006

AbstractAnalogies have long been tools of discovery in science and are often used as explanatory devices in the classroom. However, research has shown that analogies can engender alternative conceptions because some students visualize the analog in a different manner than the teacher and/or invalid analog–target transfers are left unchallenged. This case study describes one teacher's implementation of a modified version of Glynn's Teaching‐With‐Analogies (TWA) model with a Grade‐10 optics class on refraction of light. The analogy likened a ray of light as it passes from air into glass to a pair of wheels that changed direction as they rolled obliquely from a hard onto a soft surface. The study indicates that a competent teacher can integrate this systematic approach into a teaching repertoire resulting in student conceptual understanding of the phenomena as expected at this level of science education. For analogies to be effective, it appears essential that the analogy be familiar to as many students as possible, that shared attributes be precisely identified by the teacher and/or students, and that the unshared attributes should be explicitly identified. The discussion concludes with recommendations for teaching and future research and discusses some limitations of this approach to analogical instruction.
An interpretive examination of high school chemistry teachers' analogical explanations
Authors: Thiele Rodney B. , Treagust David F. 
Published: October 2006

AbstractThis article reports an interpretive examination of four teachers' use of analogies to teach chemistry. The study describes why the teachers chose to use analogies, how the characteristics of the analogies employed varied from teacher to teacher, and from where the teachers derived their analogies. These teachers used analogies spontaneously, as well as on a planned basis, to explain abstract chemistry concepts both on a whole‐class basis and for individual students who indicated a lack of understanding. The teachers appeared able to ascertain that the students required an alternative representation without overtly seeking evidence to this effect. The presented analogies, especially those that were of the simple‐comparison type, appeared to have a motivational impact on the students. Several analogies were extended to map selected attributes, and these were believed by the teachers to be powerful explanatory devices. Pictorial analogies were frequently used to enhance analog familiarity, and further analog explanation was not uncommon, although the frequency with which the teachers stated the presence of analogical limitations was low. The article concludes by suggesting how science teacher education can be informed by case studies of teaching in context, in this instance of analogy‐inclusive teaching by four experienced chemistry teachers.