bluuebunny/crossref_metadata_2025_split huggingface dataset:
The construction and validation of the test of graphing in science (togs)
Authors: McKenzie Danny L. , Padilla Michael J. 
Published: October 2006

AbstractThe objective of this project was to develop a multiple choice test of graphing skills appropriate for science students from grades seven through twelve. Skills associated with the construction and interpretation of line graphs were delineated, and nine objectives encompassing these skills were developed. Twenty‐six items were then constructed to measure these objectives. To establish content validity, items and objectives were submitted to a panel of reviewers. The experts agreed over 94% of the time on assignment of items to objectives and 98% on the scoring of items. TOGS was first administered to 119 7th, 9th, and 11th graders. The reliability (KR‐20) was 0.81. Poorly functioning items were rewritten based on the item difficulty and discrimination data. The revised version of the test was given to 377 7th through 12th grade students. Total scores ranged from 2 to 26 correct (X = 13.3, S.D. = 5.3). The reliability (KR‐20) was 0.83 for all subjects and ranged from 0.71 for eighth graders to 0.88 for ninth graders. Point biserial correlations showed 24 of the 26 items above 0.30 with an average value of 0.43. It was concluded from this and other data that TOGS was a valid and reliable instrument for measuring graphing abilities.
Influence of resequencing general science content on the science achievement, attitudes toward science, and interest in science of sixth grade students
Authors: Hamrick Linda , Harty Harold 
Published: October 2006

AbstractThis study was designed to determine the influence of resequencing general science content on sixth grade students' science achievement, attitudes toward science, and interest in science. Resequencing content was accomplished for experimental group students through revising the order of textbook chapters in a general science course, in order to clarify content structure and establish interrelationships among major concepts. The subjects were 203 sixth grade learners randomly assigned to the two treatment groups of resequenced content and nonresequenced content. The findings revealed that students for whom content structure was clarified through resequencing general science chapters exhibited significantly higher science achievement, significantly more positive attitudes toward science, and significantly greater interest in science than students for whom general science content was not resequenced.
Factors which deter potential science/math teachers from teaching; changes necessary to ameliorate their concerns
Authors: Evans Robert H. 
Published: October 2006

AbstractIn light of the perceived national need for more science and math teachers, this study was conceived to:

Identify “teaching oriented” students among freshmen at a mid‐western engineering school, who have chosen NOT to become teachers;
Find out what reasons these “potential” science and math teachers have for deciding not to pursue teaching careers;
Determine what amelioration of these problems would be necessary for them to no longer be factors which would inhibit students from becoming teachers.
Of a random sample of 110 students drawn from a freshman class, 98 participated fully in the study. Each participant took Holland's Self‐Directed Search to determine “teaching orientation” and author‐constructed instruments to assess their concerns about teaching.Results showed “teaching oriented” students avoided teaching due to low starting salaries, lack of job security, low maximum salaries, not wanting to do the work teacher's do, poor job availability and discouragement by family and friends. Starting salaries of $21,693 and salaries of $32,600 for a teacher with a B.A. and 10 years experience were among the changes deemed necessary to make teaching attractive.
A crosscultural validation of a test of science related attitudes
Authors: Khalili Khalil Y. 
Published: October 2006

AbstractA test for measuring science attitudes, named Test of Science Related Attitudes (TOSRA), was initially developed in Australia by Fraser (1977, 1978). This study investigated the crosscultural validity of this instrument when used with American high school students. Three hundred and thirty‐six students (12th and 11th graders) in three high schools in suburban Chicago took the test. The results of the study, confirming previous validation of the test, revealed that the seven subscales of TOSRA were, in general, highly reliable. The discriminant validity of each of these scales, however, was found to be generally low. The item/scale correlation for all but four items of the test met Shrigley's (Journal of Research in Science Teaching, 20(1), 87–89, 1983) criterion of being more than 0.30. The results of the principal components with varimax rotation did not support the distinctiveness of the subscale structure of the test.
Gender differences in national assessment of educational progress science items: What does “i don't know” really mean?
Authors: Linn Marcia C. , De Benedictis Tina , Delucchi Kevin , Harris Abigail , Stage Elizabeth 
Published: October 2006

AbstractThe National Assessment of Educational Progress Science Assessment has consistently revealed small gender differences on science content items but not on science inquiry items. This assessment differs from others in that respondents can choose “I don't know” rather than guessing. This paper examines explanations for the gender differences including (a) differential prior instruction, (b) differential response to uncertainty and use of the “I don't know” response, (c) differential response to figurally presented items, and (d) different attitudes towards science. Of these possible explanations, the first two received support. Females are more likely to use the “I don't know” response, especially for items with physical science content or masculine themes such as football. To ameliorate this situation we need more effective science instruction and more gender‐neutral assessment items.
The impact of microcomputer‐based labs on children's ability to interpret graphs
Authors: Mokros Janice R. , Tinker Robert F. 
Published: October 2006

AbstractGraphing represents a key symbol system for scientific communication. Widely‐reported low graphing skills notwithstanding, middle school students can learn to communicate with graphs in the context of appropriate microcomputer‐based laboratory (MBL) investigations. Two preliminary studies and a longitudinal study are reported that support this conclusion. In the three‐month longitudinal study of MBL, students showed a significant gain on 16 graphing items, even though the instruction targeted science topics, not graphing skills. The first preliminary study attempted to locate graph‐related misconceptions. Although graph‐as‐picture errors and slope/height confusions were identified, the ease with which MBL removes these problems calls into question the appropriateness of labeling them misconceptions. Four features of MBL seem to contribute to its success in facilitating graphical communication: MBL uses multiple modalities; it pairs, in real time, events with their symbolic graphical representations; it provides genuine scientific experiences; and it eliminates the drudgery of graph production.
Evaluations of science laboratory data: The role of computer‐presented information
Authors: Nachmias Rafi , Linn Marcia C. 
Published: October 2006

AbstractThe present study examines how students currently evaluate information acquired in the science laboratory, especially computer‐presented information. We examine the effect of the use of microcomputer‐based laboratory and of an explicit instruction on students' critical evaluation skills. Finally we contrast the activities in a science laboratory with current thinking about epistemology in the philosophy of science.
The effectiveness of using computer simulated experiments on junior high students' understanding of the volume displacement concept
Authors: Choi Byung‐Soon , Gennaro Eugene 
Published: October 2006

AbstractSeveral researchers have suggested that the computer holds much promise as a tool for science teachers for use in their classrooms (Bork, 1979, Lunetta & Hofstein, 1981). It also has been said that there needs to be more research in determining the effectiveness of computer software (Tinker, 1983).This study compared the effectiveness of microcomputer simulated experiences with that of parallel instruction involving hands‐on laboratory experiences for teaching the concept of volume displacement to junior high school students. This study also assessed the differential effect on students' understanding of the volume displacement concept using sex of the students as another independent variable. In addition, it compared the degree of retention, after 45 days, of both treatment groups.It was found that computer simulated experiences were as effective as hands‐on laboratory experiences, and that males, having had hands‐on laboratory experiences, performed better on the posttest than females having had the hands‐on laboratory experiences. There were no significant differences in performance when comparing males with females using the computer simulation in the learning of the displacement concept. This study also showed that there were no significant differences in the retention levels when the retention scores of the computer simulation groups were compared to those that had the hands‐on laboratory experiences. However, an ANOVA of the retention test scores revealed that males in both treatment conditions retained knowledge of volume displacement better than females.
Development and validation of a path analytic model of students' performance in chemistry
Authors: Anamuah‐Mensah Jophus , Erickson Gaalen , Gaskell Jim 
Published: October 2006

AbstractThis article reports the development and validation of an integrated model of performance on a chemical concept ‐ volumetric analysis. From the chemical literature a path‐analytic model of performance on volumetric analysis calculation was postulated based on studies utilizing the proportional reasoning schema of Piaget and the Cumulative learning theory of Gagne. This integrated model hypothesized some relationships among the variables: direct proportional reasoning, inverse proportional reasoning, prerequisite concepts (content) and performance on volumetric analysis calculations. This model was postulated for the two groups of students involved in the study ‐ that is those who use algorithms with understanding and those who use algorithms without understanding. Two hundred and sixty‐five grade twelve chemistry students in eight schools (14 classes) in the lower mainland of British Columbia, Canada participated fully in the study. With the exception of the test on volumetric analysis calculations all the other tests were administered prior to the teaching of the unit on volumetric analysis. The results of the study indicate that for subjects using algorithms without understanding, their performance on VA problems is not influenced by proportional reasoning strategies while for those who use algorithms with understanding, their performance is influenced by proportional reasoning strategies.
Effects of group size and advance organizers on learning parameters when using microcomputer tutorials in kinematics
Authors: Carnes Ernest R. , Lindbeck Joy S. , Griffin C. Frank 
Published: October 2006

AbstractThe purpose of this study was to investigate how the use of CAI tutorial programs, incorporating advance organizers and involving various sizes of groups of subjects, would affect students' achievement scores, retention scores, and rates of learning. Used as subjects were 100 suburban high school physics students running interactive tutorial physics programs focusing on strobe simulation and displacement‐time and velocity‐time graphs. For fifty students (experimental group) an advance organizer program preceded each tutorial. The remaining fifty students (control group) had an advance non‐organizer program preceding each tutorial. While pursuing the tutorials the students worked individually or together in groups of two, three, or four. Five days were allocated for the students to repeat the four tutorials until 90% competency level was attained. Achievement and retention were measured by individually administered paper‐pencil teacher‐made tests sampling the content of all four tutorials. Rate of learning was determined for groups by the number of times the first three tutorial programs were executed in order to attain 90% competency. In the two‐way analysis of variance the only significant result at the 0.05 level pertained to group size. Results of the Tukey Test revealed that students working in groups of three and four on CAI tutorials had significantly better rates of learning than students working alone. No significant differences in achievement or retention were observed for the various groups. The implications for using CAI tutorials in physics point to grouping students in fours as a time saving and economic method of presenting material without significant loss of achievement or retention.
Conceptions of french pupils concerning electric circuits: Structure and evolution
Authors: Dupin Jean‐Jacques , Johsua Samuel 
Published: October 2006

AbstractA wide investigation on French pupils, ranging from the start of secondary school (grade 6, 12 years old) up to the fourth year of university has enabled the effect of the teaching of conceptions of basic electricity to be evaluated. The simplest ones disappear with teaching, but other stronger ones (“exhaustion” of current, constant current generator) resist even after many years of teaching. The authors propose the hypothesis that certain misconceptions could be produced by the very way in which pupils overcome in part the first difficulties they meet, which poses a difficult problem for physics teaching.
An implementation study: An analysis of elementary students' and teachers' attitudes toward science in process‐approach vs. traditional science classes
Authors: Kyle William C. , Bonnstetter Ronald J. , Gadsden Thomas 
Published: October 2006

AbstractIn 1983, the Richardson Independent School District conducted an internal audit to assess the status of science education. The audit was in anticipation of Texas Administrative Code Chapter 75 which requires an inquiry‐oriented, process‐approach to the teaching of science. In response to the data, and to national reports advocating a broadening of the science education curriculum to address the needs of all students, the district established a committee to implement and evaluate their new K‐6 SCIENCE THROUGH DISCOVERY curriculum. The Science Curriculum Improvement Study (SCIIS) was adopted as the focal component of the overall curriculum with subsequent, planned innovations to occur in accordance with the Concerns‐Based Adoption Model.The purpose of this study was to assess the attitudes toward science of students who had completed one year of SCIIS compared to students in non‐SCIIS classes. In addition, the attitudes of teachers who received inservice education and who had instructed SCIIS were compared to non‐SCIIS teachers. While SCIIS and non‐SCIIS teachers possess similar perceptions of science, drastic attitudinal differences were observed between SCIIS and non‐SCIIS students. The results indicate that the nature of the curriculum, in conjunction with the necessary implementation support including inservice education, greatly enhances students perceptions of science.
A research strategy for the dynamic study of students' concepts and problem solving strategies using science software
Authors: Krajcik Joseph S. , Simmons Patricia E. , Lunetta Vincent N. 
Published: October 2006

AbstractMicrocomputers and appropriate software have the potential to help students learn. They can also serve as appropriate media for investigating how students learn. In this article we describe a research strategy examining learning and behavior when students interacted with microcomputers and software. Results from two preliminary studies illustrate the strategy.A major feature of the strategy included recording students interacting with microcomputer software interfaced with a VCR. The VCR recorded the video output from a microcomputer and students' verbal commentary via microphone input. This technique allowed students' comments about their observations, perceptions, predictions, explanations, and decisions to be recorded simultaneously with their computer input and the display on the microcomputer monitor.The research strategy described can provide important information about cognitive and affective behaviors of students engaged in using instructional software. Research studies utilizing this strategy can enhance our understanding of how students develop and employ important concepts and scientific relationships, how students develop problem‐solving skills and solve problems, and how they interact with instructional software. Results of such studies have important implications for teaching and for the design of instructional software.
Features which separate least effective from most effective science teachers
Authors: Yager Robert E. , Hidayat Eddy M. , Penick John E. 
Published: October 2006

AbstractSixty‐one science supervisors identified 321 teachers, 162 most effective and 159 least effective, in their respective districts. Information was then sought concerning age, gender, teaching field(s), number of preparations, amount of preparation, time, semester hours of undergraduate science preparation, quantity of graduate science preparation, type of teacher education programs, number of weeks of NSF workshop experience, and number of workshops elected for participation. Comparisons of the information gathered between least and most effective teachers were made. There were no differences in any categories except for gender, quantity of NSF institute experiences, and elected in‐service experiences in excess of a single day's duration. Many of the factors frequently used to differentiate among teachers do not provide any explanation of the differences between least and most effective teachers of science.
The acquisition of biological knowledge during childhood: Cognitive conflict or tabula rasa?
Authors: Lawson Anton E. 
Published: October 2006

AbstractClinical interviews were conducted with three elementary school children, who varied in age but not in family or school environment, to determine the extent to which they held naive misconceptions about important biological topics and to determine agewise trends in the development of biological knowledge. Does early biological knowledge acquisition follow a pattern of spontaneous naive theory construction and cognitive conflict or does it follow a pattern of gradual accretion to an initially blank slate? Contrary to findings in the physical sciences, little evidence was found for biological “misconceptions” as knowledge acquisition appeared to more directly follow the gradual accretion hypothesis with the primary source of that knowledge adult authority rather than personal experience. However, “conceptual change teaching” is still advocated due to its ability to provoke students to consider and test alternative conceptions (even if they are not their own) as a means of encouraging the development of important general reasoning patterns utilized in the testing of causal hypotheses.
An analysis of four ways of assessing student beliefs about sts topics
Authors: Aikenhead Glen S. 
Published: October 2006

AbstractThe study investigated the degree of ambiguity harbored by four different response modes used to monitor student beliefs about science‐technology‐society topics: Likert‐type, written paragraph, semistrue tured interview, and empirically developed multiple choice. The study also explored the sources of those beliefs. Grade‐12 students in a Canadian urban setting responded, in each of the four modes, to statements from Views on Science‐Technology‐Society. It was discovered that TV had far more influence on what students believed about science and its social, technological context than did numerous science courses. The challenge to science educators is to use the media effectively in combating naive views about science. Regarding ambiguity in student assessment, the Likert‐type responses were the most inaccurate, offering only a guess at student beliefs. Such guesswork calls into question the use of Likert‐type standardized tests that claim to assess student views about science. Student paragraph responses contained significant ambiguities in about 50% of the cases. The empirically developed multiple choices, however, reduced the ambiguity to the 20% level. Predictably, the semistructured interview was the least ambiguous of all four response modes, but it required the most time to administer. These findings encourage researchers to develop instruments grounded in the empirical data of student viewpoints, rather than relying solely on instruments structured by the philosophical stances of science educators.
State‐mandated accountability as a constraint on teaching and learning science
Authors: Wood Terry 
Published: October 2006

AbstractThe purpose of this study is to examine the effect of state‐mandated policy, emphasizing control through performance‐based instruction and student test scores as the basis for determining school accreditation, on the teaching and learning of science. The intended consequence of instigating the rational theory of management by one state is to improve their current level of student literacy. However, some contend that the implementation of the policy has results that are not intended. The identification of the tension between the intended and unintended results of centralized policy making is the basis for examining a specific case in which the rational model is implemented. One hundred and sixty‐five seventh‐grade science students and four teachers are participants in the study. Qualitative analysis is the research methodology used as a means to provide detailed information about the contextual nature of the classroom processes. The intention is to identify and describe features of the behavior setting that influence the behavior of the teachers and their students. Three assertions generated during the field work were: Teachers redefine the goals of science instruction as the acquisition of facts and isolated skills, teachers alter their usual instructional behavior to implement uniform instructional procedures, and the teacher/student classroom interaction constrains students' opportunities to learn science. The implications of the study indicate that the state‐mandated policy has results that are in opposition to the intended results. Instead of improving the practices of teachers, the implementation of the policy constrains and routinizes the teachers' behavior, causing them to violate their own standards of good teaching. They feel pressured to “get through” the materials so students will score well on tests. The classroom interaction is structured in such a way as to inhibit students from asking questions of their own. As a result, students' opportunity to express curiosity and inquiry—central processes in scientific thinking—are constrained. These unintended consequences of the implemented state policy, instead of improving science teaching and learning, continue to reduce science instruction to the literal comprehension of isolated facts and skills.