bluuebunny/crossref_metadata_2025_split huggingface dataset:
Persuading girls to take elective physical science courses in high school: Who are the credible communicators?
Authors: Koballa Thomas R. 
Published: October 2006

AbstractEighth‐grade girls (N=257) randomly selected from nine different public junior high schools in central Texas were questioned in order to identify the communicators whom they perceive as highly credible regarding reasons for taking elective physical science courses in high school and the attributes associated with these communicators. Four persons were each identified by better than 10 percent of the sample as the best person to try to convince junior high school girls to take elective physical science courses in high school. In order of perceived credibility, these persons are “father,” “woman science teacher,” “mother,” and “boy high school student.” Slight variations in the order of perceived credibility were found when the responses from girls of the different ethnic groups represented in the sample (Caucasian, Hispanic, Black, and Asian) were examined separately. Attributes listed by the respondents for “father,” “woman science teacher,” “mother,” and “boy high school student” were examined and classified into the categories of prestige, trustworthiness, similarity, attractiveness, and power. Prestige and trustworthiness are the attributes associates most frequently with communicators identified as highly credible. Implications of the present study and suggestions for further research are discussed.
Computer education in secondary schools in the people's Republic of China
Authors: Qi Chen 
Published: October 2006

AbstractBased on Ershov's address at the World Conference on Computer Education in 1981, Chinese educators decided that learning computer programming would prepare students for the information age. Accordingly, China introduced microcomputers into secondary schools to prepare students for widespread use of computers in all aspects of society. Microcomputers had already been used to facilitate administration, commerce, and other aspects of education.An optional computer‐programming course was initiated in several secondary schools. The experiences in China parallel in many ways the experiences encountered by other countries when computers were introduced. This article reports on the selection, development, and evaluation of the first computer‐programming courses in China.
Jordanian and Malaysian science teachers' prominent perceived professional needs: A comparison
Authors: Bakar Jkamariah H. Abu , Rubba Peter A. , Tomera Audrey N. , Zurub Abdel Rahman 
Published: October 2006

AbstractThe prominent perceived professional needs of 365 Jordanian and 1,162 Malaysian secondary‐level science teachers were examined using the Science Teacher Inventory of Need. These were compared across subgroups of the respective samples and across the two samples. The Jordanian science teachers' needs were in the areas of delivering science instruction, managing science instruction, administering science instructional facilities and equipment, and improving one's competence as a science teacher. The Malaysian science teachers' needs came from those four areas plus the area specifying objectives for science instruction. Needs from the first four areas were shared across the two samples. These needs were similar to ones observed in U.S. samples. The reason for the similarities is questioned.
The influences of sequenced instructional strategy and locus of control on preservice elementary teachers' understanding of the nature of science
Authors: Scharmann Lawrence C. 
Published: October 2006

AbstractThe intent of this study was to investigate the influence of both locus of control as well as three instructional strategies, which differed in their respective emphases on science content, teaching methods, and process science, to foster an understanding of the nature of science. Data were collected from 135 elementary preservice teachers enrolled in science teaching methods courses at the endpoint of three sequences: (a) introductory process instruction with three subsequent semesters of integrated science content and teaching methods, (b) process instruction with separate subsequent content and teaching methods, and (c) only science content with subsequent teaching methods. Statistical procedures included ANOVA, regression, and correlation. Results revealed that the nature of science was most predictable for a separate process/content/teaching methods strategy. Major conclusions were (1) logical thinking ability was the most influential predictor of understanding the nature of science and (2) separate rather than integrated experiences in content and teaching methods were superior in developing an understanding of the nature of science. Implications for preservice elementary teacher preparation are discussed.
The role of language in children's formation and retention of mental images
Authors: Howe Ann C. , Vasu Ellen S. 
Published: October 2006

AbstractTwo studies were conducted to determine the effect of verbalization on the formation and retention of mental images in children in kindergarten, first, and fifth grades. In the first study 51 children were presented a series of tasks designed to determine their ability to represent mental images of cross sections of familiar fruits and to test the hypothesis that self‐generated verbalization would aid in image formation. The hypothesis was not confirmed and no significant differences were found to be associated with gender or ability level. Individuals varied widely in the image produced. In the second study 32 subjects from first grade and fifth grade took part. Two treatment groups were formed. One group listened to a verbal description of an unfamiliar fruit, drew a cross section, and gave a description. The other group observed the fruit, then drew it from memory and described it. Both groups were brought back two weeks later and instructed to draw and describe the fruit. Children who had observed the fruit scored higher on drawings immediately and after two weeks; there were no differences between groups on scores of the verbal descriptions. Implications for science teaching are discussed.
Proportional reasoning: The effect of two context variables, rate type, and problem setting
Authors: Heller Patricia M. , Ahlgren Andrew , Post Thomas , Behr Merlyn , Lesh Richard 
Published: October 2006

AbstractThis study investigated the effects of two context variables, ratio type and problem setting, on the performance of seventh‐grade students on a qualitative and numerical proportional reasoning test. Six forms of the qualitative and numerical tests were designed, each form using a single context (one of two settings for each of three ratio types). Different ratio types appear to have a stronger impact on the difficulty of the qualitative and numerical proportional reasoning problems than small differences in problem setting. However, the familiarity of problem setting did show an increasingly large effect on qualitative reasoning as the difficulty of ratio type increased. We also investigated the nature of the relationships between rational number skills, qualitative reasoning about ratios, and numerical proportional reasoning. Qualitative reasoning appears to be sufficient, but not necessary for numerical proportional reasoning. The evidence for the requisite nature of rational number skills for proportional reasoning was equivocal. The implications of these findings for science education are discussed.
The role of cognitive style and its influence on proportional reasoning
Authors: Niaz Mansoor 
Published: October 2006

AbstractIt has been suggested that proportional reasoning tasks contain field effects. Field‐dependent students are considered to be highly influenced by the structure of the perceptual field and lack an articulated conceptual framework. To test the hypothesis that there is a significant correlation between field independence and proportional reasoning tasks, a sample of science students were tested to determine performance in proportional reasoning and degree of field independence. It was found that even students who are normally capable of proportional reasoning can be misled by the presence of field effects. A significant correlation (r = 0.50; p = 0.001) was found between the test of field independence and the nine items of proportional reasoning. Educational implications are drawn.
Problem solving and chemical equilibrium: Successful versus unsuccessful performance
Authors: Camacho Moises , Good Ron 
Published: October 2006

AbstractThe purpose of this study was to describe the problem‐solving behaviors of experts and novices engaged in solving seven chemical equilibrium problems. Thirteen novices (five high‐school students, five undergraduate majors, and three nonmajors) and ten experts (six doctoral students and four faculty members) were videotaped as they individually solved standard chemical equilibrium problems. The nature of the problems was such that they required more than mere recall or algorithmic learning and yet simple enough to provide the novices a reasonable chance of solving them. Extensive analysis of the think‐aloud protocols produced 27 behavioral tendencies that can be used to describe and differentiate between successful and unsuccessful problem solvers. Successful solvers' perceptions of the problem were characterized by careful analysis and reasoning of the task, use of related principles and concepts to justify their answers, frequent checks of the consistency of answers and reasons, and better quality of procedural and strategic knowledge. Unsuccessful subjects had many knowledge gaps and misconceptions about the nature of chemical equilibrium. Even faculty experts were sometimes unable to correctly apply common chemical principles during the problem‐solving process. Important theoretical concepts such as molar enthalpy, heat of reaction, free energy of formation, and free energy of reaction were rarely used by novices in explaining problems.
Attitude modification in health education through an interventive, antismoking program incorporated within traditional science curriculum
Authors: Zoller Uri , Maymon Tsipora 
Published: October 2006

AbstractThe effectiveness of a smoking‐prevention program—incorporated within a traditional science curriculum—was assessed in terms of attitude modification in such categories as health, peer pressure, and social image as related to smoking. The study indicates that most relevant attitudes, the emotionally intense in particular, are modifiable in the desired direction, although the changes are small. Some gender differences in the recorded changes suggest a difference in the dynamics of the response to smoking intervention between male and female high school students. A desired change of attitude frequency distributions (e.g., from less extreme to more extreme responses) has also been found. In addition, the tendency of the experimental students to actively act against smoking within family circles increased, although not significantly. All the above was accompanied by a decrease in the number of smokers in the experimental group and a significant increase in the number of smokers in the control group. These results suggest that it is educationally possible to modify attitudes in health education in the desired direction by means of a properly designed interdisciplinary science curricular unit implemented within ongoing traditional science teaching.
The effects of testing on science process skill achievement
Authors: Strawitz Barbara M. 
Published: October 2006

AbstractThe purpose of this study was to examine the effects of testing on the achievement of students using self‐instructional materials to learn science process skills. In one section of an undergraduate science method class, students were paced through a programmed textbook and were given short quizzes in class after each of the process skill lessons was assigned, while in another section, students worked at their own pace and were held responsible for completing the lessons by the end of the semester. Students taking the quizzes throughout the semester were expected to attain a higher level of process skill proficiency because previous studies have shown that taking a test immediately after learning leads to better retention of the material. Results indicated that taking frequent quizzes did not differentially affect process skill acquisition.
An investigation of the semantic meaning assigned to concepts affiliated with sts education and of STS instructional practices among a sample of exemplary science teachers
Authors: Rubba Peter A. 
Published: October 2006

AbstractThe semantic meaning assigned to concepts associated with science‐technology‐society (STS) education, the percentage of science course time allotted to STS instruction, the categories of STS issues infused into sciences courses, and the instructional procedures used to do so, were examined among a sample of 65 exemplary secondary‐level science teachers. The teachers were volunteers from the 87 science teachers from a Midwestern state locally nominated for the Presidential Awards Program. Data were collected using the Science Teaching Issue Opinionnaire (STIO) and a questionnaire, both developed and validated by the investigator. The STIO used a semantic differential format; it was composed of 23 STS education affiliated concepts (e.g., science; technology; students' need to understand the interrelationships among science, technology, and society; my ability to teach …), each followed by 13 seven‐point bipolar adjective scales (alpha reliability = 0.97). The instruments were distributed and returned by mail. The exemplary science teachers were found to hold positive opinions of (1) science, (2) technology, (3) their understanding of science, and (4) their ability to teach science. The teachers expressed slightly positive opinions of (1) students' understanding of STS, (2) students' need to understand STS, (3) their own understanding of STS interrelationships, and (4) their ability to teach STS. The teachers suggested that 15% of secondary science course instructional time be dedicated to STS, but did not appear to dedicate near that amount of time to STS. “Pollution” headed a brief and rather predictable list of STS issues infused into science courses. On average a teacher infused 2.5 STS issues into a science course. The discussion, lecture, and a combination of these dominated the list of 35 instructional procedures which are not unique to or necessarily appropriate for STS instruction.
Developmental influences of science process skill instruction
Authors: Scharmann Lawrence C. 
Published: October 2006

AbstractScience educators have claimed that well‐conceived instructional strategies and curricular sequences, emphasizing the process aspects of science, will foster an understanding of the nature of science. Furthermore, a process emphasis on science has been cited for its ability to promote logical thinking skill, develop a locus of control “shift,” and enhance science content acquisition. The intent of this investigation was to examine the purported influence and developmental nature of a science process emphasis during a given semester of study, as well as over extended curricular sequences, each sequence being representative of three recognized preservice elementary science teacher preparatory programs. Data were collected from 135 elementary preservice teachers enrolled in science teaching methods courses at the endpoint of one of three sequences: (a) introductory process instruction with three subsequent semesters of integrated science content and teaching methods, (b) process instruction with separate subsequent content and teaching methods, and (c) only science content with subsequent teaching methods. Another 29 preservice teachers, assessed prior to entry into instructional sequences, provided a cross‐sectional sample for examining developmental changes in locus of control, logical thinking, nature of science, and science content knowledge. Statistical procedures included Kruskal‐Wallis ANOVA and Wilcoxon tests. Results indicated that a one‐semester process skills course was influential in developing a basis for science content acquisition and in fostering an understanding of the nature of science. Results further indicate that expected additional gains are significant in science content acquisition through matriculation in an extended curricular sequence. Implications for science educators are discussed.
Translation of algebraic equations and its relation to formal operational reasoning
Authors: Niaz Mansoor 
Published: October 2006

AbstractA large proportion of science major college students are unable to translate even simple sentences into algebraic equations. Given the following sentence: There are six times as many students (S) as professors (P) at this university, most students write the following equation: 6S = P, referred to as the reversal error. In order to overcome the reversal error students need to operate in a hypothetico‐deductive manner, i.e., performing a hypothetical operation that makes the group of professors six times larger than it really is (S = 6P). The objective of this study is to investigate the relation between student ability to translate sentences into equations, equations into sentences, and student performance in the following variables: formal operational reasoning, proportional reasoning, and introductory freshmen‐level chemistry course. The results obtained show that as the student ability to translate sentences into equations and equations into sentences increases, their mean scores in Chemistry I, formal operational, and proportional reasoning increases. This study has found support for the hypothesis that students who lack formal operational reasoning skills (hypothetico‐deductive reasoning) may experience more problems in the translation of algebraic equations.
Toward a clearer representation of the crisis in science education
Authors: Staver John R. , Small Larry 
Published: October 2006

AbstractThe authors' purpose in this study was to compare the integrated science process skill development of a cohort of American youngsters who studied science for several years in an activity‐based, materials‐oriented program to a group of Japanese youth whose science program is also activity based and a group of American youth whose science programs are textbook based and reading oriented. The means and standard deviations from Japanese and American textbook‐based data on eighth graders were available from earlier research. The authors administered an integrated science process skills test to 1,291 eighth graders in a northwest suburban Chicago school district whose activity‐based elementary science program is nationally recognized. Eight hundred twenty‐five students who had begun school in the district by the second grade were used for the comparison. Ninety‐nine percent confidence intervals were calculated about the scale and total score means for all groups. Results show that for all scales and the total score, the confidence intervals of the American activity‐based science group are above and do not overlap the corresponding confidence intervals of the American textbook science group. For three out of five scales and the total score, the confidence intervals of the Japanese group are above and do not overlap the corresponding confidence intervals of the American textbook science group. For two scales the confidence intervals overlap. For four test scales, the confidence intervals of the Japanese and American activity‐based science groups overlap. For one scale and the total score, the Japanese confidence intervals are above and do not overlap the corresponding confidence intervals of the American activity‐based science group. Discussion focuses upon an explanation of the more favorable performance by the Japanese group on the total score and implications of the results for representing more clearly the crisis in science education.
A survey of antecedents of attitudes toward science
Authors: Wareing Carol 
Published: October 2006

AbstractRelationships among attitudes of students toward science, as measured by the WASP (Wareing Attitudes Toward Science Protocol), perceived antecedents of such attitudes, and class achievement or performance indicated by reported grades were investigated for a survey sample of 1,740 students in 87 high school science classes from five communities. Additionally, students' self‐reported number of tests administered in a given course, perceived rewards, degree of stress, and internal structure of the course were examined as potential predictor variables. Results indicate a significant correspondence between report card grades, degree of structure, degree of stress, gender, degree of rewards, number of tests, and students' attitudes toward science.
Status of science education in Illinois elementary schools, 1987
Authors: Morey Marilyn K. 
Published: October 2006

AbstractWhat is the status of science education in Illinois public elementary schools? A research survey of elementary teachers was conducted in 1987 to help answer this question. Among the areas of science teaching assessed were types of instructional programs utilized, preparation for science teaching, science in‐service, obstacles to science teaching, and administrative and community support for science education. Results were compared with those gathered in a similar survey conducted ten years earlier and with other state and national surveys. Findings indicate that science instruction at the elementary level remains dependent on textbooks in spite of research that indicates the efficacy of hands‐on science. Teachers are frustrated by lack of time, equipment, facilities and the low priority science has in their school districts. Many of the teachers fall short of meeting the minimum standards for science teacher preparation as suggested by the National Science Teachers Association. In spite of recent reform efforts, it is clear that science instruction has not yet become a priority. This report discusses the implications of these findings and makes suggestions for future studies.