bluuebunny/crossref_metadata_2025_split huggingface dataset:
Students' programming behavior in a pascal course
Authors: Pintrich Paul R. , Berger Carl F. , Stemmer Paul M. 
Published: October 2006

AbstractStudents' (n = 23) actual programming behaviors were observed in two high school Pascal programming classes. Observation was performed with a computerized low inference instrument that collected both frequency and time data. Behaviors coded included students' production of code as well as their debugging strategies. Results revealed that students spend little time in planning their programs or writing their code before they start to key in their code. Their debugging behavior was best characterized as a trial and error strategy. Results are discussed in terms of the classroom context for programming and implications for research on the effects of programming instruction.
Relationships of attitude toward classroom environment with attitude toward and achievement in science among tenth grade biology students
Authors: Talton E. Lynn , Simpson Ronald D. 
Published: October 2006

AbstractThe purpose of the study was to examine the relationship of classroom environment to attitudes toward science and achievement in science among tenth grade biology students. An attitude instrument was administered at three times during the school year to measure student attitudes toward science and the classroom environment. The classroom environment measures examined six areas: emotional climate of the science classroom, science curriculum, physical environment of the science classroom, science teacher, other students in the science classroom, and friends attitudes toward science. Student achievement in science was measured by teacher reported semester grades. The results of the study indicated: (1) student attitudes toward the classroom environment predicted between 56 to 61% of the variance in attitudes toward science, (2) student attitudes toward the classroom environment predicted between 5 to 14% of the variance in achievement in science, (3) student attitudes toward science and attitudes toward the classroom environment predicted between 8 and 18% of the variance in achievement in science.
Scale dimensionality and population heterogeneity: Potential problems in the interpretation of attitude data
Authors: Rennie Leonie J. , Parker Lesley H. 
Published: October 2006

AbstractThis paper examines problems in the interpretation of attitude data which may arise when the dimensionality of the instrument and sources of heterogeneity in the population are ignored. As a specific example, the paper describes the development and analysis of an instrument designed to measure primary school children's liking of science‐related activities. Careful analysis of the patterns of response to the questionnaire created some disquiet about the conventional methods used to collapse data from attitude scales. The results demonstrate that conclusions drawn from attitude measurement can be misleading when proper attention is not given to the structure of the instrument nor to the structure of the population from which the measurements are made.
A classification of the ISIS program using Bloom's cognitive taxonomy
Authors: Clevenstine Richard F. 
Published: October 2006

AbstractThis article focuses on the practical use of Bloom's Taxonomy of Educational Objectives. The current status of analyzing and classifying test items and behavioral objectives was examined in this study. Specifically, the purpose of this study was to analyze and classify the ISIS minicourse performance objectives and criterion‐referenced test items according to Bloom's cognitive Taxonomy in order to determine what levels of cognition the ISIS instructional materials are directed. The performance objectives and test items of thirty‐three ISIS minicourses and criterion‐referenced tests were collected and classified. Four research questions were posed in the study. The findings indicate that ISIS minicourse test items and performance objectives are written primarily at the Knowledge and Comprehension levels. The ISIS instructional materials reflect low percentages of upper cognitive level test items and performance objectives. Based upon the use of a chi‐square analysis, twenty‐four of the ISIS minicourses and tests demonstrate a positive congruence between their performance objectives and criterion‐referenced test items. Nine ISIS minicourses were found to demonstrate a negative relationship between their performance objectives and test items. Implications and Recommendations based on the findings of the studies are provided.
The effect of matching and mismatching cognitive style and science instruction
Authors: Conwell Catherine R. , Helgeson Stanley L. , Wachowiak Dale G. 
Published: October 2006

AbstractThis study examined the effect of matching learners' cognitive styles with science learning activities on science knowledge and attitudes. Fifty‐six elementary education majors who were identified as Sensing Feeling types on the Myers‐Briggs Type Indicator participated in this study. The Sensing Feeling type is predominant among elementary school educators. The subjects participated in either nine science activities matched to the learning preferences of Sensing Feelers or nine science activities mismatched to their learning preferences. These mismatched activities were geared toward the learning preferences of Intuitive Thinkers, the dominant type among scientists. Results revealed no significant differences between matched and mismatched groups in knowledge of the material presented or overall attitude toward science and toward science teaching. Comparisons made subsequent to the hypothesized analyses did suggest that cognitive style may affect reactions to certain specific learning activities. The immediate reactions of forty non‐Sensing Feeling types who also experienced the treatments were compared to those of the 56 Sensing Feeling subjects. Certain activities which were rated by judges prior to the onset of treatment as being particularly well‐matched to the Sensing Feeling style did receive significantly more favorable ratings by the Sensing Feeling subjects than by other types. Conversely, the Sensing Feelers gave significantly lower ratings than other types to certain activities which, according to independent judges, were strongly mismatched to the Sensing Feeling style.
A look at spatial abilities in undergraduate women science majors
Authors: Lord Thomas R. 
Published: October 2006

AbstractContemporary investigations indicate that men generally perform significantly better in tasks involving visuo‐spatial awareness than do women. Researchers have attempted to explain this difference through several hypotheses but as yet the reason for the dimorphism has not been established. Further, contemporary studies have indicated that enhancement of mental image formation and manipulation is possible when students are subjected to carefully designed spatial interventions. Present research was conducted to see if women in the sciences were as spatial perceptively accurate as their male counterparts. The researcher also was interested to find if the women that received the intervention excercises improved in their visuo‐spatial awareness as rapidly as their male counterparts.The study was conducted on science majors at a suburban two year college. The population was randomly divided into groups (experimental, placebo, and control) each containing approximately the same number of men and women. All groups were given a battery of spatial perception tests (Ekstrom et al, 1976) at the onset of the winter semester and a second version of the battery at the conclusion of the semester. An analysis of variance followed by Scheffe contrasts were run on the results. The statistics revealed that the experimental group significantly outperformed the nonexperimental groups on the tests. When the differences between the mean scores for the women in the experimental group were statistically compared to those of the men in the experimental group the women were improving at a more rapid rate. Many women have the capacity to develop visuo‐spatial aptitude and although they may start out behind men in spatial ability, they learn quickly and often catch up to the men's level when given meaningful visuo‐spatial interventions.
Predicting genetics achievement in nonmajors college biology
Authors: Mitchell Angela , Lawson Anton E. 
Published: October 2006

AbstractStudents enrolled in a non‐majors college biology course were pretested to determine their level of intellectual development, degree of field independence, mental capacity, amount of prior genetics knowledge, and amount of fluid intelligence. They were then taught a unit on Mendelian genetics. The only student variables found to not account for a significant amount of variance on a test of reading comprehension and/or a test of genetics achievement was amount of prior genetics knowledge. Developmental level was found to be the most consistent predictor of performance, suggesting that a lack of general hypothetico‐deductive reasoning ability is a major factor limiting achievement among these students.
Ways students read texts
Authors: Wandersee James H. 
Published: October 2006

AbstractCollege students responding to the Preferred Method of Study (PMOS) questionnaire explained how they approach reading a new textbook chapter for comprehension. Results indicated that a significant positive correlation exists between the number of passes a student makes at new textbook material and his/her college grade‐point average. Women showed a significant preference for adopting a single method of study. Less than half of the students queried construct “organizational tools” such as outlines or diagrams as they study a textbook. Students said they would alter their textbook strategies in response to the type of test they expected significantly more often than they would for the type of subject matter being studied. Only 6% of the students said they make a conscious effort to link the new concepts in the text to prior knowledge. There was no discernable relationship between the study strategies undergraduate college students employ and their college grade level (freshman through senior).
Descriptive studies of students' conceptions in science
Authors: Hashweh Maher 
Published: October 2006

AbstractThe article calls for differentiating between three kinds of studies of students' conceptions in science—descriptive studies, explanatory studies, and studies attempting to foster conceptual change. Separate reviews of each of these categories of research are needed due to the different aims and the different theoretical and methodological issues pertaining to each category. Descriptive studies are reviewed in an attempt to illustrate the benefits of such a differentiation. The claims that students hold a limited number of preconceptions about science topics, and that these preconceptions, which sometimes hinder the acquisition of science concepts, often persist after instruction are found to be well supported in the literature. Some theoretical and methodological issues related to descriptive studies are discussed.
Scientific literacy and informal science teaching
Authors: Maarschalk Jan 
Published: October 2006

AbstractTwo stages in research on scientific literary are identified: a composite saturation stage in which definitions covered all objects of science education and a stage where researchers focused on small manageable portions of scientific literary. Initial and continuous scientific literacy research in which the focus is on cognitive preference for science and informal science teaching is described. Underlying cognitive preference is a value preference for science. Three interdependent but clearly distinguishable forms of science teaching, formal, nonformal and informal, are described. Informal science teaching is identified as a condition for and an outcome of scientific literacy.
Physics in canadian secondary schools: Intentions, perceptions, and achievement
Authors: Finegold Menahem , Raphael Dennis 
Published: October 2006

AbstractThis article examines secondary‐school physics teaching with respect to three levels of curriculum. These are the curriculum as designed by educational authorities and intended for school guidance, as perceived by teachers and translated into classroom practice, and as internalized by students and expressed by achievement on physics tests. In keeping with international usage we refer to these levels of curriculum as the intended, the translated and the achieved. The article is based upon the analysis of curriculum documents and guidelines, teacher assessments of opportunity provided students to learn, and student achievement on a comprehensive physics test. The context for analysis is provided by an ongoing international study of science education in which some 30 participating countries analyze the three curriculum levels and attempt to draw conclusions concerning possible relationships among them. The article reports limited but nevertheless significant relationships found among intentions, translations, and achievement in the teaching of physics in Canadian secondary schools.
On the chemical equilibrium concept: Constrained word associations and conception
Authors: Gussarsky Esther , Gorodetsky Malka 
Published: October 2006

AbstractThe use of the method of constrained word associations to gain knowledge on the conception of the chemical equilibrium concept is reported. The analysis provides information on:

A general indication of change in the cognitive structure of students associated with chemical comprehension.
The comparison of clusters of concepts at pre‐ and postinstruction indicating the associated concepts.
A graphical representation of the links among concepts which resulted from instruction.
The results obtained by this technique were similar to those obtained by the method of free sorting of a set of concepts. As the latter was found to correlate with problem‐solving ability, it is argued that the method of constrained word associations is a reliable tool for mapping certain aspects of cognitive structure concerned with understanding.
Understandings and misconceptions of biology concepts held by students attending small high schools and students attending large high schools
Authors: Simpson William D. , Marek Edmund A. 
Published: October 2006

AbstractDo students from small high schools show fewer understandings and more misconceptions of biology concepts than students attending large high schools? Fifty students attending large high schools (enrollments exceeding 900 students) and fifty students attending small high schools (enrollments less than 150 students) were randomly selected and than evaluated on their understandings and misunderstandings of four biology concepts: diffusion, homeostasis, food production in plants, and classification of animals and plants. Students attending small high schools showed less instances of understanding and more instances of misunderstanding the concepts of diffusion and homeostasis. These differences could be related to a higher percentage of students in large schools capable of formal operations; sound understanding of diffusion and homeostasis required students to use formal operations. No difference was observed between the large and small school samples for the concepts of food production in plants and classification of plants and animals. Students in the small school sample lived in agricultural communities and their daily experiences allowed them to develop some understanding of food production in plants and prevented instances of misunderstandings from being developed. Classification of animals and plants required concrete operations to understand; therefore, students in small schools were capable of developing sound understanding as well as students from large schools.
Relative success in college chemistry for students who experienced a high‐school course in chemistry and those who had not
Authors: Yager Robert E. , Snider Bill , Krajcik Joseph 
Published: October 2006

AbstractA total of 53 high‐ability students who had completed the eleventh year in high school enrolled in a standard college chemistry course at the University of Iowa. Half of them had completed a high‐school course in chemistry and half had not. After 2 months of instruction during a summer session, there was no difference between groups as to attitude toward chemistry, performance on the ACS‐NSTA Chemistry Achievement Examination, final examination for the course, and course grade. There was a great difference in the amount of time required of tutors; the students who had not completed high‐school chemistry spent more time in studying and with tutors.
Elementary science textbooks: Their contents, text characteristics, and comprehensibility
Authors: Meyer Linda A. , Crummey Lorraine , Greer Eunice A. 
Published: October 2006

AbstractThe purpose of this article is to present findings from a systematic analysis of elementary‐school science textbooks. Comparisons of content domains and vocabulary are presented for the Merrill (1982) and Silver‐Burdett (1985) science programs, grades 1–5 as well as the fourth‐grade Holt (1980) and fifth‐grade McGraw‐Hill (1974) texts. Analyses of how each publisher presents information, types of questions, and various text characteristics reveal striking differences between programs. Systematic comparisons of content domains between programs also reveal few instances of “inconsiderate” texts. The textbooks analyzed were selected because they are used in the three school districts participating in our longitudinal study. Results are discussed in light of the differences found between programs regarding textbook content and opportunity to learn, the greater amounts of text and activities within each program, and teachers' probable uses of textbooks, the long‐term results of students' exposure to various textbooks, and the need for careful examination of materials in order to determine their quality.
The determinants of female junior high school students' intentions to enroll in elective physical science courses in high school: Testing the applicability of the theory of reasoned action
Authors: Koballa Thomas R. 
Published: October 2006

AbstractData were collected from female junior high school students (N=94) to identify the determinants of their intentions to enroll in at least one elective physical science course (e.g., physical science, chemistry physics) in high school. The model used in the study was Fishbein and Ajzen's Theory of Reasoned Action. According to the model it is supposed that the intention to perform a certain behavior is a function of the weighted attitude toward performing the behavior and the weighted subjective norm. The effects of external variables (e.g., science grades, academic ability) on females' intentions to enroll in at least one elective physical science course in high school are mediated by the model's theoretical constructs. The findings provide support for several hypotheses derived from the model. The females' intentions to enroll in at least one elective physical science course in high school were found to be a function of both attitude toward performing the behavior and subjective norm. Attitude toward performing the behavior and subjective norm, in combination, were found to predict behavioral intention with a high degree of accuracy. Attitude toward performing the behavior was also found to carry more weight than subjective norm in the multiple regression on behavioral intention. In contrast, academic ability, science grades, and attitude toward science failed to predict behavioral intentions, just as they were unrelated to the females' attitudes toward performing the behavior and subjective norms.
Predicting course performance in freshman and sophomore physics courses: Women are more predictable than men
Authors: McCammon Susan , Golden Jeannie , Wuensch Karl L. 
Published: October 2006

AbstractThis study investigated the extent to which thinking skills and mathematical competency would predict the course performance of freshman and sophomore science majors enrolled in physics courses. Multiple‐regression equations revealed that algebra and critical thinking skills were the best overall predictors across several physics courses. Although arithmetic skills, math anxiety, and primary mental abilities scores also correlated with performance, they were redundant with the algebra and critical thinking. The most surprising finding of the study was the differential validity by sex; predictor variables were successful in predicting course performance for women but not for men.
Expert and novice solutions of genetic pedigree problems
Authors: Hackling Mark W , Lawrence Jeanette A 
Published: October 2006

AbstractThis study compared the problem‐solving performance of university genetics professors and genetics students, and therefore fits the expert versus novice paradigm. The subjects solved three genetic pedigree problems. Data were gathered using standard think‐aloud protocol procedures. Although the experts did not differ from the novices in terms of the number of correct solutions obtained, there were significant differences favoring the experts in terms of the completeness and conclusiveness of the solutions. The experts identified more critical cues in the pedigrees which were used to generate and test hypotheses, they tested more hypotheses by assigning genotypes to individuals in the pedigrees, and were more rigorous than the novices in the falsification of alternative hypotheses. The experts varied their problem‐solving strategy to suit the particular conditions of problems involving rare or common traits. Novices did nor recognize the need to make such modifications to their strategies.
Formal reasoning ability and misconceptions concerning genetics and natural selection
Authors: Lawson Anton E. , Thompson Lois D. 
Published: October 2006

AbstractStudents often hold misconceptions about natural phenomena. To overcome misconceptions students must become aware of the scientific conceptions, the evidence that bears on the validity of their misconceptions and the scientific conceptions, and they must be able to generate the logical relationships among the evidence and alternative conceptions. Because formal operational reasoning patterns are necessary to generate these logical relationships, it was predicted that, following instruction, formal operational students would hold significantly fewer misconceptions than their concrete operational classmates. To test this hypothesis 131 seventh‐grade students were administered an essay test on principles of genetics and natural selection following instruction. Responses were categorized in terms of the number of misconceptions present. The number of misconceptions was compared to reasoning ability (concrete, transitional, formal), mental capacity (<6, 6, 7), verbal intelligence (low, medium, high), and cognitive style (field dependent, intermediate, field independent). The only student variable consistently and significantly related to the number of misconceptions was reasoning ability; thus, support for the major hypothesis of the study was obtained.