DOCUMENT RESUME ED 361 171 SE 053 525 AUTHOR Govindarajan, Girish, Ed. TITLE National Association for Research in Science Teaching (NARST). Annual Meeting (65th, Cambridge, Massachusetts, March 21-25, 1992). Abstracts of Presented Papers. INSTITUTION National Association for Research in Science Teaching. PUB DATE Mar 92 NOTE 224p. PUB TYPE Collected Works Conference Proceedings (021) Reference Materials Bibliographies (131) EDRS PRICE MF01/PC09 Plus Postage. DESCRIPTORS Biology; Chemistry; College Science; Concept Formation; Constructivism (Learning); Elementary Secondary Education; Environmental Education; Higher Education; *Knowledge Level; Problem Solving; Qualitative Research; *Science Curriculum; *Science Instruction; Science Teachers; *Scientific Concepts; Sex Differences; Student Attitudes; *Teacher Education; Technology IDENTIFIERS Concept Maps ABSTRACT This prOduct of an annual meeting presents abstracts of symposia, contributed papers, paper sets, discussion groups, reports, poster sessions, and panel presentations. Topics include: science teaching, gender differences, science education reform, constructivism, biological concepts, concept mapping, attitude/behavior change, conceptual change/understanding, assessment, problem solving/inquiry learning, science attitudes, instructional technology/communication, teacher perception/knowledge, inservice program evaluation, epistemology, cooperative learning, chemistry education, environmental education, metacognition in science, qualitative research, computer education, textbook/program evaluation, and reasoning. Author and topic indexed are attached, as well as a list of presenters with addresses. (PR) *********************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. *******************************************A***************************
Transcript
DOCUMENT RESUME
ED 361 171 SE 053 525
AUTHOR Govindarajan, Girish, Ed.TITLE National Association for Research in Science Teaching
Overview iiiAbstracts Contents Index viiAbstracts of Presented Papers 1
Author Index 153Topic Index 163Address Index 170
National Association for Research in Science Teaching
Program Committee1 9 9 1 - 9 2Emmett L. Wright, ChairKansas State University
Gerald L. AbeggBoston University
Michael R. BrodyOregon State University
Bonnie J. BrunkhorstCalifornia State University
Janet Carlson-PowellBSCS
Priscilla L. CallisonUniversity of Missouri
Angelo CollinsFlorida State University
Fred N. FinleyUniversity of Minnesota
Kathleen M. FisherSan Diego State University
Patricia K. FreitagUniversity of Wisconsin
Alejandro Jose GallardFlorida State University
Girish GovindarajanKansas State University
Peter W. HewsonUniversity of Wisconsin
Robert E. KilburnBoston University
Robert LonningUniversity of Connecticut
Jack A. PernaNew York City Public Schools
Donald T. PowersWestern Illinois University
Lawrence C. ScharmannKansas State University
M. Gail ShroyerKansas State University
Walter S. SmithUniversity of Kansas
Dennis W. SunalUniversity of Alabama
Warren C. TomkiewiczPlymouth State College
Victor L. WilsonTexas A&M University
Larry D. YoreUniversity of Victoria
Frances LawrenzUniversity of Minnesota
John R. Stayer (ex-officio)Kansas State University
Russell H. Yeany (ex-officio)University of Georgia
Tracy HelgetAdministrative AssistantKansas State University
Bob W. BlairGraduate AssistantKansas State University
NARST Officers1991-92
Executive SecretaryDr. John R. StayerKansas State University
PresidentDr. Russell H. YeanyUniversity of Georgia
President-ElectDr. Emmett L. WrightKansas State University
Immediate Past-President .
Dr. Jane Butler KahleMiami University
Journal EditorDr. Ronald G. GoodLouisiana State University
Executive Board MembersDr. Mary M. AtwaterUniversity of Georgia
Dr. Barry J. FraserCurtin Unwersity of TechnologyAustralia
Dr. Dorothy GabelIndiana University
Dr. Lynn W. GlassIowa State University
Dr. Thomas Kobaila, Jr.University of Georgia
Dr. Donald W. McCurdyUniversity of Nebraska
Dr. Kenneth G. TobinFlorida State University
Research CoordinatorDr. Frances LawrenzUniversity of Minnesota
Overview
As in the past NARST proceedings of abstracts of presented papers, thisvolume consists of a similar format. Papers are grouped in theirrespective order of selection, as symposia, contributed papers, paper sets,poster sessions, panel discussions, round table discussions, reports, anddiscussion groups. However, a slight change has been made towardsincluding indexes (some purists prefer the term "indices") that are morefunctional. To elaborate, you will find an author index, topic index, andaddress index with their individual complements. While every effort hasbeen made to document all presented abstracts in their proper order, asalso the indexes, it is obviously not humanly possible for any of us to do aperfect job at anything we dowe may, after all, only achieve excellence.
This volume of the NARST proceedings of abstracts of presented papers isthe first major endeavor I have embarked upon as an editor. I enjoyedexercising my editorial skills in refining the abstracts (I would ratherhave preferred to identify them as extractsfor that is what they actuallyrepresentbut left the abstract term unaltered, because I was told that itwas inextricably rooted in the annals of publications) and in aligning themin the proper order. All submitted abstracts have been published in themsnner they were received. Rather than dynamically revising their text, I
have exercised as little editing as necessary. Editing is different fromrevising in that "revising affects content and organization, whereasediting affects the surface features ..., such as transpositions, wordchoice, and mechanics" (Stanley, Shimkin & Lanner, 1988, p. 87).
Peripherally, many abstracts reflected a cogent and coherent style ofcontent presentation. While some titles were exceedingly lengthy(verbose), some others were charmingly brief and to the point.Incidentally, a few individuals either neglected to or due to oversight 'didnot type the paper title, their name(s), and institution source in the spaceprovided. Somehow they seem to have visually bypassed even the sampleabstract indicated in the Abstract Preparation instructions (NARST NEWS,September 1991). I have typed the passage for thembut I wouldexpressly caution them to be more careful next time. In almost allabstracts I have not edited the titles, and have only edited very few of thetitles for contextual precision of interpretation; on this note I quote, "Andwe edit to let the fire show through the smoke" (Plotnik, 1982, p. 31).
Academically, reading the abstracts rather closely benefitted me in fourways. First, studying who uses which words and whenthis knowledge isuseful because it helps an editor to process volumes of vocabulary tosurface with one word/term (or sequence of words) considered apt in aparticular context. The importance lies in the fact that the author'sinterpretation is carried by the particular word/term (conveyor, as I call
it) in the text, and which the reader processes to obtain exactly thatinterpretation (as implied by the author) and none other.
Second, written English in the academic text periodically experiencesword drop-outs at the hands of some writers lending the textdysfunctional and often misleading. For example, while reading literatureon elementary school education, one sporadically comes across thesentence construction, "... Elementary Teachers ...." Teachers are notelementary; and the sentence part should have actually been worded as"... Elementary School Teachers ...." I term such word drop-outs astruncations. Such truncations often mislead the conveyed information dueto unwise grammatical deletions. To quote Plotnik once more, however,"English grammar, especially as a reflection of North American usage, hasas many cults and priests as there arc variations in how educated peopleexpress themselves. Sometimes grammar seems not a skill, but a cabala"(Plotnik, 1982, p. 45). No wonder, then, that words like abstract insteadof extract (or, perhaps, summary) have become so inextricably rooted.
Third, I found it quite enlightening to read about the research endeavorsthat the participants are eager to share with the audience in theirrespective sessions. Each abstract contains its characteristic richness interms of the information value inherent in the conduct and results of the
research. Readers are welcome to study the abstracts that appeal to theirinterest, and arrive at their own conclusions of interpretation. (Readersare also welcome to peruse the address index, in this document, tocommunicate with the authors.) My specific area of interest, in alignmentwith my linguistic abiiities, is qualitative studies. And I enjoyed readingthe abstracts on this terrain, too. When knowledgeable individuals andprofessionals contribute to learning, it is, indeed, a tribute to knowledge.
Fourth, like any discerning editor in the field, I am quite aware that theeditor's task, though arduous, is not one that emphasizes perfection of thewritten art. While writing about anything, academic or non-academic,none of us is or can be perfect; we only tend to do our best toward
excellence. I have particularly benefitted from this task by learning thatthe editor's endeavor is to exercise a diacritical effort in making theauthor's text as precise as possible in its implied interpretation andimport. And, "the good editor is methodical and merciless in rejectingunsatisfactory copy; discriminating in editing out weaknesses andenhancing strengths of an author's text; and compassionate in preservingthe author's original ideas" (Plotnik, 1982, p. 33).
Dr. Emmett Wright continues to be an excellent mentor and source ofinspiration in my life. I thank him for the many opportunities sent myway. Bob Blair, as an editorial assistant, has been invaluable in thepreparation of this document. His suggestions have been insightful andtimely. His contributions are particularly appreciated.
Also, I appreciate the time and effort put in by student workers AmyMoors and Jason Brown toward meticulously aligning the abstracts intheir proper order. My continued appreciation goes to Mary Hammel,Director, Media Services, College of Education, Kansas State University.Mary provided the human resources assistance by having Amy and Jasonwork with me in the preparation of this document.
Finally, thank you all for your valuable contributions.
Girish Govindarajan Kansas State UniversityAbstracts Editor March 1992
Bibliography
Anderson, Paul V. (1987). Technical Writing: A Reader-CenteredApproach. FL: Harcourt Brace Jovanovich, publishers.
Ayto, John (1990). Dictionary of Word Origins: NY: Arcade Publishing,Inc.
Plotnik, Arthur (1982). The Elements of Editing: A Modern Guide forEditors and Journalists. NY: Macmillan Publishing Company.
Stanley, Linda C., David Shimkin, Allen H. Lanner (1988) 2nd edition. Waysto Writing: Purpose, Task and Process. NY: Macmillan PublishingCompany.
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Abstracts Contents Index
General Session 1
"How Can Students Acquire Usable Scientific Knowledge? Understanding andTeaching the Needed Thought Processes"
Jill H. Larkin, Frederick Reif (A3-1)
Symposium
1
"Science Anxiety Research"Charlene M. Czerniak, Mary Westerback, George Davis, Louis Primavera,
James Campbell (82-1) 2
Contributed Papers: Science Teaching
"Experienced Science Teachers Teaching Science Outside Their Area of Certification"Linda Sanders (B2-2.1) 3
"Science Laboratory Classroom Environments at Schools and Universities:A Cross-National Study"
Barry J. Fraser, Geoffrey J. Giddings, Campbell J. Mc Robbie (82-2.2) 3
"The Effect of Laboratory Versus Lecture Science Teaching Methods:A Meta-Analysis"
Jacqueline A. Hykle (B2-2.3) 4
"Student Understanding About the Nature of Science: Data from a Case ofCurriculum Development"
Yvonne J. Meichtry (B2-2.4) 4
Paper Set: Gender Differences
"Where are the Gender Differences in Attitude Toward Science and What Do They Mean?"Dale R. Baker, Rosemary Leary, Rick Trammel (B2-3.1) 5
"Reliability and Validity of Two Measures of Attitude Toward Science"Michael D. Piburn, Lawrerce Sid lik, Sean Mulvenon (B2-3.2) 5
"Career Development Strategies for Science Education"Nancy Moffat, Rick Trammel, Larry Sidlik, Dale R. Baker (B2-3.3) 6
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Contributed Papers: Science Education Reform
"Effects of State-Mandated Testing on Local Science Programs:Case Study of a Suburban Elementary School"
Mary Lee Martens (B2-4.1) 7
"Assessing the State of Science Education Reform in Florida"Thomas M. Dana, Sharon E. Nichrls (B2-4.2) 7
"School Science as a Rite of Passane"Victoria Brookhart (B2-4.3) 8
Contributed Papers: Constructivism
"Experimenting and Problem Solving in a Constructivist Science Laboratory"Wolff-Michael Roth, Anita Roychoudhury (B2-5.1) 9
"Interactions in a Constructivist ClassroomAnita Roychoudhury, Wolff-Michael Roth (B2-5.2) 9
"A Problem with Constructivist Epistemology"Michael R. Matthews (B2-5.3) 10
"Critical Reform on the Science Curriculum: A Journey FromObjectivism to Constructivism"
Kenneth G. Tobin, Deborah J. Tippins, Karl Hook (B2-5.4) 10
Contributed Papers: Teaching Biological Concepts
"Student Science Knowledge Related to Oregon's Marine Environment"Michael R. Brody (B2-6.1) 11
"Language and Children's Conception of Plants as Living Things"Ruth Stavy, Naomi Wax (B2-6.2) 11
"Children's Understanding of Scientific Models: Analysis of a Fifth GradeLife Science Lesson"
Sandra K. Abell, Marie Roth (B2-6.3) 12
"Addressing the Needs of Low Achieving/Special Education Students inHigh School Biology Classes: Implications of a Conceptual ChangeModel of Instruction"
Marcia Fetters, Brian Temp lin, Charles Anderson (B2-6.4) 12
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Contributed Papers: Concept Mapping
"Effects of Concept Mapping as an Instructional Tool: A Meta-Analysis"Phillip B Horton, Michael Gallo, Gary Senn, Amanda Woods (B2-7.1) 13
"Concept Mapping and Chemistry Achievement, Integrated Science Process Skills,Logical Thinking Abilities, and Gender at Teachers Colleges in Taiwan"
Wanchu Huang, Robert H. Fronk (B2-7.2) 13
"The Effect of Concept Mapping on Biology Achievement of Field-Dependent Students"David J. Martin, Edward C. Lucy (B2-7.3) 14
"The Effects of Hands-On Science Instruction on Student's Cognitive Structuresas Measured by Concept Maps"
Donald T. Powers, Emmett L. Wright (B2-7.4) 14
Paper Set: Attitude/Behavior Change
"Attitude/Behavior Change in Science Education: Models and Methods"Frank E. Crawley III, Thomas R. Koballa, Jr. (B3-1.1) 15
"Attitude/Behavior Change in Science Education: Results of an On-Going Research Agenda"Thomas R. Koballa, Jr., Frank E. Crawley Ill (B3-1.2) 15
Panel: NARST-NET
"Developing and Using NARST-NET: A Proposed Telecommunications Network"Derrick R. Lavoie, William S. La Shier, Jr., Norman G. Lederman,
Larry Flick, J. Steve Oliver, James D. Ellis (B3-2) 16
Symposium: Using Concept Mapping
"Using Concept Mapping as an Analytic Tool for Assessing the Structure ofStudents' Scientific Knowledge--Multiple Perspectives"
Joan Boykoff Baron, Jeffrey Greig, Audrey B. Champagne, K. Michael Hibbard,Joseph Novak, Michal Lomask (B3-3) 17
Contributed Papers: Life Sciences
"Conceptions of Natural Selection: A Snapshot of the Sense-Making Process"John Settlage, Jr. (B3-4.1) 18
"How Does Biological Knowledge Grow?: A Study of Life Scientists ResearchPractices Using Laudan's Triadic Network Model"
James N. Wandersee, Eleanor Abrams (B3-4.2) 18
"Biology Teachers' Perceptions of Subject Matter Structure and ItsRelationship to Classroom Practice"
Julie Gess-Newsome, Norman G. Lederman (B3-4.3) 19
Contributed Papers: Conceptual Change
"Is the Ability to Use Conceptual Change Pedagogy a Function of Personal Experience?"Rene' T. Stofflett (B3-5.1) 20
"Student Autonomy and Conceptual Conflict: Using the Laboratory to PromoteConceptual Change"
Susan L. Westbrook, Laura Rogers (B3-5.2) 20
"Classroom Conceptual Ecologies: Contrasting Discourse in Conceptual Change Instruction"N. Richard Thorley (B3-5.3) 21
"Using Instructional Strategies for Conceptual Change"Rebecca J. Pollard (B3-5.4) 21
Contributed Papers: Science Teaching
"Hispanic Migrant Students: Discourse and Science Teaching"Alejandro Jose Gal lard, Pamaela S. Carroll (B3-6.1) 22
"Teaching Cognitive Strategies to Science Students"William G. Holliday (B3-6.2) 22
"Teaching Reading Through In-Depth Science Instruction: Expansion of aCurriculum Integration Model to At-Risk Students in Grades 4 and 5"
Nancy Romance, Michael R. Vitale (B3-6.3) 23
"Context-Related Characteristics c: Expert Science Teaching"Dennis W. Sunal, Judith A. Burry, Mark Jeness, Kathleen A. Noland (B3-6.4) 23
Contributed Papers: Assessment
"Reliability and Validity of a Self-Reporting Tool for Screening Candidates forScience Enrichment Programs"
George E. O'Brien (B3-7.1) 24
"Interactive Videodisc as a Tool for Assessing Science Teachers' Knowledge ofSafety Regulations in School Labs"
Michal S. Lomask, Larry Jacobson, Laurin Hafner, Crystal Ross (B3-7.2) 24
"Alternative Assessment of High School Laboratory Skills"Rodney L. Doran, Joan Boorman, Fred Chan, Nick Hejally (83-7.3) 25
eft.
"Assessment for Social Constructivist Teaching: A Philosophical Analysis"George E. Glasson, Rosary V. Lalik (B3-7.4) 25
General Session 2
"Exploring a Multimedia Case of the Teaching and Learning of Probablility:Linking Research on Teaching with Teacher Education"
Deborah Ball (B4-1) 26
Poster Session: Conceptual Change/Understanding
"Development anc4 Evaluation of Research-Based Materials for TeachingPhotosynthesis to Senior High School Students"
Ruth Amir, Pinchas Tamir (B5-2a.1) 27
"Evaluating Students' Written Laboratory Reports for Evidence of Conceptualand Procedural Understandings in Science"
Carolyn Keys (B5-2a.2) 27
"The Conceptual Knowledge of Beginning Chemistry Graduate Students"George M. Bodner, Nava Ben-Zvi (B5-2a.3) 28
"Teaching Electricity with Capacitors and Causal Models: Preliminary ResultsFrom Diagnostic and Tutorino Study Data Examining the CASTLE Project"
David E. Brown (65-2a.4) 28
"Student Conceptions of Natural Selection and Its Role in Evolution:A Replication Study and More"
Sherry S. Demastes. Ronald G. Good, Marshall D. Sundberg, Michael Dini (B5-2a.5) 29
"Using Concept Maps to Examine Changes in Ninth-Grade Students' Understandingof Simple Machines"
Laura N. Rogers, Susan L. Westbrook (B5-2a.6) 29
"The Retention of Meaningful Understanding of Meiosis and Genetics"Ann L. Cavallo (B5-2a.7) 30
"Pupils' Understandings of Atomic Structure and the Interactive Use of Analogy"M. Teresa Oliveira, A. Francisco Cachapuz (B5-2a.8) 30
"Students' Meaningful Understandings of Science Concepts"Melanie Reap, Ann L. Cavallo (B5-2a.9) 31
"The Validation of Misconceptions Involving Magnets Survey"Gilbert Twiest, Meghan Twiest (B5-2a.10) 31
"The Tutorial Software 'The Synapse' for the 10th Grade Biology Students:Description and Naturalistic Evaluation"
Jehuda Huppert, Reuven Lazarowitz (B5-3a.1) 37
"Beliefs of K-12 Science Teachers About Science Teaching and the Usesof Computing Technologies"
Mary M. Atwater, Patricia E. Simmons, J. Randy McGinnis, Larry Hatfield,Anita Hunt, John Olive (B5-3a.2) 37
"Relationships Between Science Museums and Schools: Review of the Literature"Isabel Chagas (B5-3a.3) 38
"Science and Mathematics Curriculum Renewal Through Microcomputer Infusion:An Experienced Teacher's Planning Processes in a Novel Situation"
David Jackson, Lee Meadows, Gwen Scoates (B5-3a.4) 38
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"Science and Education: A New Journal for Research on the Contribution of the History,Philospphy, and Sociology of Science to Science and Mathematics Education"
Michael R. Matthews (B5-3a.5) 39
"The Effects of Slide/Sound Computer-Based Instruction on Science Students'Achievement and Retention"
Pierce Farragher, Ronald F. Pauline (B5-3a.6) 39
"Teachers' Pernived Needs for Implementation of Computer Graphics and Networkingin Science and Mathematics Instruction"
J. Preston Prather, Glen C. Bull (B5-3a.7) 40
Poster Session: Teaching Strategies
"An Experimental Investigation of Cooperative Learning and Concept Mappingin the Middle School"
Diana C. Rice, Joseph M. Ryan (B5-3b.1) 41
"An Analysis of Science Methods Textbooks Designed to Prepare SecondarySchool Science Teachers"
Philip R. Pankiewicz (B5-3b.2) 41
"Why Did We Do All This Writing and Arguing if You Already Knew the Answer?The Role of Talking- and Writing-To-Learn in Understanding Science"
Kathleen L. Peas ley (B5-3b.3) 42
"Effect of Four Instructional Strategies on Integrated Science Process Skill Achievementof Preservice Elementary Teachers Having Different Cognitive Development Levels"
Joseph M. Peters, George E. O'Brien (B5-3b.4) 42
"Critical Incidents in the High School Lab: The Students' Perspective"Jane 0. Larson (B5-3b.5) 43
"Using Drama as a Medium for Teaching Science"Jo Beth Gonzales, Rebecca J. Pollard, Katherine Friedrich (B5-3b.6) 43
Poster Session: Teacher Perception/Knowledge
"A Recursive Dendrographic Method of Representing Cognitive Structure Based onRespondent's Narrative Using Science Content"
Olive J. Demetrius, 0. Roger Anderson (B5-4.1) 44
"Domain-Specific Efficacy in Preservice Elementary Teachers"Ed Gosnell (B5-4.2) 44
"The Perceptions and Special Considerations of Experienced Teachers AboutManagement and Discipline: A Qualitative Investigation"
Mark S. Latz (B5-4.3)45
"Science Educators' Use of the Concept of BellerJ. Steve Oliver, Thomas R. Koballa, Jr. (B5-4.4)
45
"A Study of Teacher Efficacy, Knowledge of Adolescents' Characteristics andOrganization of Schools"
Martha Schriver (B5-4.5)46
"Elementary Teachers' Perceptions of Factors Influencing High SchoolScience Teaching Self-Efficacy"
Linda Ramey-Gassert (B5-4.6)46
"The Evolution of Preservice Science Teachers' Concerns About Teaching"Edward J. Zielinskr, Denise L. Preston (B5-4.7)47
"Design of an Instrument to Assess Science Teachers' Teaching Strategy Choices"Catherine G. Yeotis, Linda Bakken (B5-4.8)47
"An Explanatory Model of Student Persistence in a Preservice Science andMathematics Teacher Education Course"
Keith B. Lucas, David F. Tulip (B5-4.9)48
"Conceptions of Teaching Science Held by Experienced High School Science Teachers"Peter W. Hewson, Perry A. Cook, Holly Walter Kerby (B5-4.10) 48
"Teacher Knowledge, Concept Maps, and Vee Diagrams: What Do Science Lessons Really Mean?"Patricia Kerr (B5-4.11)49
"Building a Knowledge/Skill Base by Engaging in the Taking, Critiquing, andConstructing of _Assessment Items: A Feasibility Study"
Lehman Barnes, Marianne B. Barnes (B5-4.12)49
"A Study of the Science Skill Achievement of Preservice Elementary Teachers"Linda R. DeTure, Nicole Escudero (B5-4.13)50
"Science Teacher Decision-Making in a Multicultural Classroom"J. Randy McGinnis (B5-4.14)50
Poster Session: Student Attitude/Knowledge
"Gender Differences in Predicting 10th Grade Students' Attitudes Toward Science:Results from the Longitudinal Study of American Youth (LSAY)"Andrew T. Lumpe, Ronald M. Krestan, Wang Jianjun (B5-5a.1) 51
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"CHEMCOM in Sociocultural Context: Interdisciplinary Analysis ofa Science-Technology-Society Curriculum"
William S. Carlsen, Gregory Kelly, Christine Cunningham (B5-5a.2) 51
"Life Science Students' Responses to Questions About Plants: Avoidance Strategies in Children"
Delena Tull (B5-5a.3) 52
"The Attitudinal and Cognitive Effects of Planetarium Integration in Teaching Fourth,Fifth, and Sixth Grade Students"
Mark G. Twiest (B5-5a.4) 52
"A Review of Attitude and Behavior Studies in Environmental Education:Implications for Future Research"
Barbara S. Babineaux, Melissa Tothero, Frank E. Crawley III (B5-5a.5) 53
"The Focus of Females and Science Research: An Illustration of Blaming the Victim"
Sharon Parsons (B5-5a.6) 53
"Predicting Student Success in Introductory Chemistry: The Roles of Motivation
and Past Achievement"Brian P. Coppola (B5-5a.7) 54
"A Quantitative Description of Elementary Students' Activities During Physical
Science Laboratory Lessons"Bambi L. Bailey, Jane Butler Kahle (B5-5a.8) 54
"Stress on the Role of Evidence as a Basis of Knowledge Claims in Science and Control
Belief in Elementary School Children"John Butler (B5-5a.9) 55
Poster Session: lnservice Program Evaluation
"Action Planning for Earth Science Field Trips: Reducing the Barriers"Larry G. Enochs, Peggy Daisey, Thomas McCahon, Ronald West (B5-5b.1) 56
"A National Science Foundation Pre-College Teacher Enhancement Program for
Middle/Junior High School Life Science Teachers"Melissa A. Warden, Thomas R. Kobe Ila, Jr., Lowell J. Bethel (B5-5b.2) 56
"A Statewide Model for Middle School Science Improvement"Burton E. Voss, David Kazen (B5-5b.3) 57
"The Effects of an STS Issue Investigation and Action Training Summer Institute
on Middle School Science Teachers"Patricia R. Simpson (B5-5b.4) 57
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"1991 Nevada Science Project: An Appraisal of a Summer Institute forNevada Science Teachers"
William J. Pankratius, Richard Powell, Michael Robinson (B5-5b.5) 58
"Long-Term Effects of NSF-Sponsored Summer Institutes"Lisa McWhirter, Edmund A. Marek, Ann L. Cavallo (B5-5b.6) 58
'Evaluation of a University/School-Based, Sustained Contact lnservice forElementary Science Teachers"
Joseph P. Riley, II, Mark Guy, Barbara Cornelius, Darwin Smith (B5-5b.7) 59
Round Table Discussion: Science Education Research
"Report of NARST/NSTNAMS Task Force"Emmett L. Wright (C2-1) 60
Contributed Papers: Student Knowledge
"Massed Versus Distributed Practice in High School Physics"Michael G. Grote (C2-2.1) 61
"Knowledge is not Always What we Take it to be: Issues in the Assessment of Students'Understanding of Motion"
Dori Ridgeway (C2-2.2) 61
"A Qualitative Study of Preservice Elementary Teachers' Developmental Understandingof Electricity and Optics Concepts"
Lois M. Campbell, Gerald H. Krockover (C2-2.3) 62
Symposium: Epistemology
"Teacher and Student Epstemologies in Science Classrooms: Past Reseatch andFuture Prospects"
Wolff-Michael Roth, Kenneth G. Tobin, James J. Gallagher, William W. Cobern,Anita Roychoudhury (C2-3) 63
Contributed Papers: Cooperative Learning
"Cooperative Incentives and Heterogenous Arrangement of Cooperative Learning Groups:Effects on Achievement of Elementary Education Majors in an IntroductoryLife Science Course"
Scott B. Watson (02-4.1) 64
"The Characterization of Small Instructional Work Groups in 9th Grade Biology"Steven R. Rogg, Jane Butler Kahle (02-4.2) 64
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"Teaching Physics Problem Solving Through Cooperative Grouping:Do Men Perform Better Than Women?"
Patricia Heller (C2-4.3) 65
Contributed Papers: Scientific Knowledge
"Ethical Dilemmas in Science Teaching"Deborah Tippins, Kenneth G. Tobin, Karl Hook (C2-5.1) 66
"An kialysis of the Conceptions About the Nature of Scientific Knowledge ofPortuguese Secondary Science Teaching"
A. Francisco Cachapuz, J. Felix Praia (C2-5.2) 66
"Increasing Elementary Teachers' Ability to Explain Events in Science by Makingr;ausal Relationships More Explicit in Science Text"
Rosa lyii Gates (C2-5.3) 67
"Constructing Explanatory Models for Anomalous Genetic Phenomena:Problem Solving in the Context of Discovery"
Robert S. Hafner (C2-5.4) 67
Contributed Papers: Elementary Teachers
"The Effect of Astronomy Teaching Experience on the Astronomy Interest andConceptions of Elementary School Teachers"
Linda S. Shore, Robert Kilburn (C2-6.1) 68
"Preservice Elementary Teachers' Beliefs About Science Teaching and Learning andPerceived Sources of Their Beliefs Prior to Their First Formal ScienceTeaching Experience"
Sheila M. Jasalavich (C2-6.2) 68
"Gender Comparisons: Attitudes of Preservice Elementary Science Methods TeachersToward Science and Science Teaching"
Betty L. Bitner (C2-6.3) 69
"Learning to Teach Elementary Science: Changing Images, Metaphors, and Beliefs"Sharon E. Nichols, Thomas M. Dana, Carol Briscoe (C2-6.4) 69
Contributed Papers: Teacher Attitudes/Beliefs
"An Examination of Preservice and lnservice Secondary Science Teachers'*BeliefsAbou It Science-Technology-Society"
Peter A. R. ba, William L. Harkness (C2-7.1) 70
"Examining Validity Issues with a Science Teaching Attitude Scale"Mark D. Guy (C2-7.2) 70
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"Teacher Empowerment and Curriculum Reform in Secondary Science and MathematicsClasses: A Model of Change"
Sheryl McGlamery, Sharon E. Nichols (C2-7.3) 71
Paper Set: Conceptual Change
"Learning About Light and Shadows: A Tale of Three Children"Elizabeth A. Wier (C3-1.1) 72
"Conditional Knowledge in an Experienced Teacher's Construction and Implementationof a Third Grade Conceptual Change Science Room"
Julie Schmidt, Jean Leach (C3-1.2) 72
"The Role of Theory in Making Sense of Evidence and Arguments in PrimaryScience Classrooms"
Nancy Brickhouse (C3-1.3) 73
"The Curriculum Development Lab: A Vehicle for Staff Development in Primary Science"Deborah C. Smith (C3-1.4) 73
"Teaching Evolution: The Influence of Peer Instructional Modeling"Lawrence C. Scharmann (C3-2.1) 74
"Evaluating An Inservice Model That lmpacts Science Classroom Practice"David P. Butts, Wyatt Anderson, Mary M. Atwater, Rosalina Hairston,
Patricia E. Simmons, Thomas R. Koballa, Jr. (C3-2.2) 74
"Presidential Awardees as Instructional Mentors for Middle Level Science Teachers:A Summer Institute and Beyond"
Thomas J. Greenbowe, Cheryl L. Mason, Barbara W. Saigo (C3-2.3) 75
"Teacher and Reseacher Development in a Professional Development School:Learnina About Science Teaching From Multiple Perspectives"
Kathleen J. Rom (C3-2.4) 75
Symposium: Science Reform Project
"The Reality of a Science Reform Project: Structure, Design, and Preliminary Findings"Linda W. Crow, Ronald J. Bonnstetter (C3-3) 76
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Contributed Papers: Problem Solving/Teacher Education
"A Qualitative and Quantitative Analysis of Earth and Space Science Teacher'sDeclarative, Procedural, and Structural Knowledge"
Robertta H. Barba (C3-4.1) 77
"Critical Features of an Advanced Earth Science Seminar Series for Middle SchoolTeachers: An Evaluation"
Joseph M. Ryan, Laurie Martin, John Carpenter (C3-4.2) 77
"The Effects of Repeated Intensive Instruction in Cue Attendance Upon Cue AttendanceBehavior and Interactive Thoughts of Elementary Science Methods Students"
Ronald P. Hughes, Emmett L. Wright (03-4.3) 78
"Influencing Teacher Thinking and Teacher Behavior Through Analysis, Feedback,and Reflection"
Teresa M. Kokoski (03-4.4) 78
Contributed Papers: Chemistry Education
"Belief and Attitude Differences of Preregistered and Non-preregistered HispanicStudents Relative to Enrollment in High School Chemistry"
Carolyn B. Black, Frank E. Crawley III (C35.1) 79
"Stoichiometric Problem Solving in High School Chemistry"Hans-Jurgen Schmidt (03-5.2) 79
"From Algorithmic Mode to Conceptual Gestalt in Understanding the Behavior ofGases: An Epistemological Perspective"
William R. Robinson, Mansoor Niaz (C3-5.3) 80
"A Qualitative Study of the Effects of STS Issues on High School Chemistry Students"Jon E. Pedersen (C3-5.4) 80
Contributed Papers: Teaching Strategies
"Everything Depends on the Teacher: Multiple Perspectives on Classroom Controlas a Constraint to Effective Change in Science Teaching"
Carol Briscoe (C3-6.1) 81
"Comparing Algorithmic and Heuristic Instructional Approaches in TeachingProblem Solving in High School Chemistry"
Obed Norman (03-6.2) 81
"Students' Understanding in Elementary Thermodynamics: A Comparison ofTwo Teaching Approaches"
Sofia Kesidou (C3-6.3) 82
x i x
9
"Problem Solving and its Social Context in Secondary School"Armando Contreras (03-6.4) 82
Contributed Papers: Gender Differences
"School Effectiveness and Science Achievement: Are There Any Sex Differences?"Deidra J. Young, Barry J. Fraser (C3-7.1) 83
"Constructivism and Gender-Inclusiveness: Has Assessment Kept Pace?"Lesley H. Parker, Leonnie J. Rennie (C3-7.2) 83
"Sex Differences on the Maine Educational Assessment Science Test"Kate Scantlebury, Scott F. Marion (C3-7.3) 84
"Sex Differences in the Processes Influencing Science Course-Taking Patternsof College Undergraduates*
Scott F. Marion, Theodore Coladarci (C3-7.4) 84
Symposium: Teacher Enhancement Projects
"Mixing Paradigms in Evaluating Teacher Enhancement Projects"James D. Ell;s, Paul J, Kuerbis, Larry G. Enochs, Philip G. Goulding (C5-1) 85
Symposium: Cooperative Inquiry
"Doing Cooperative Inquiry: The Challenge of Undertaking a New Research Methodology"Karen Sullenger, Mariona Espinet, William Kyle, Kenneth G. Tobin, Karl Hook (C5-2). . 86
Symposium: Assimilation Theory
"The Current Status of Ausubel's Assimilation Theory in Science Education"Joseph D. Novak (05-3) 87
Contributed Papers: Development of Reasoning
"The Effects of Adding a Predicition/Discussion Phase to a Science Learning Cycle"Derrick R. Lavoie (C5-4.1) 88
"The Development of Elementary School Students' Ideas Related to the Categorizationof Living and Non-Living Things"
Barbara G. Ladewski, Joseph S. Krajcik, Rick Hall, Jane S. Levy (C5-4.2) 88
"A New View of Stage Theory"Anton E. Lawson (05-4.3) 89
X X
"Conceptual and Reasoning Patterns on Motion Tasks Among Malaysian Students andAcross Piagetian Cognitive Reasoning Levels"
Yap Kueh In (C5-4.4) 89
Contributed Papers: Science Attitudes
"Cognitive Dissonance Theory: A Strategy for Improving Middle School Science Attitudes"Frank L. Misiti (C5-5.1) 90
"Variables Which Affect Young Women's Science Achievement and Attitudes Toward Science"Charles R. Warren (C5-5.2) 90
"Structural Equation Modeling of Science and Mathematics Achievements of SecondaryFemales in Arab Jerusalem: An Appiication of the Theory of Planned Behavior"
Sophia Y. Arditzoglou, Frank E. Crawley HI (C5-5.3) 91
Contributed Papers: Environmental Education
"The Outcomes of A Summer Institute in Environmental Educa+.on for ElementaryTeachers From Four States"
Katherine I. Norman (C5-8.1) 92
"Environmental Content, Belief and Affective Structures with Their Generation ofSolutions to Environmental Problems"
Ann M. Novak (C5-6.2) 92
"The Effects of Issue Investigation and Action Training on Characteristics Associatedwith Environmental Behavior in Seventh and Eighth Grade Students"
John Ramsey (C5-6.3) 93
"Constructivism in Outdoor-Based Science: A Case Study of the Teton Science School"Michael T. Hayes (C5-6.4) 93
Contributed Papers: Attitudes/Preferences
"Teaching Strategies in Science That Address the Learning Preferences of Male andFemale Middle Level Students"
M. Gail Shroyer, Kathy Backe, Janet Carlson-Powell (C5-7.1) 94
"An Investigation of the Effect of a Scientific Research Experience on Teachers'Attitudes Toward Inquiry-Based Instruction"
Douglas Huffman (C5-7.2) 94
"Affective Characteristics of Urban African-American Middle School Students withHighly Positive Attitudes Toward Science"
Catherine Gardner, Mary M. Atwater, John R. Wiggins (C5-7.3) 95
x x i
Symposium: Uses of Technology in Science Education Research
"Textbase Alpha: A Qualitative Management Program" (Hands-On Demonstrations)Ron Browne, Charlene M. Czerniak, Gerald L. Abegg, Gene Stanley, Patricia K. Freitag,
Carl F. Berger, Robert 0. Sherwood, John Bransford, Linda Shore (C6) 96
Symposium
"Research on Science Teacher Education"Ronald D. Anderson, Carole P. Mitchener, Susan Loucks-Horsley,
Michael Padilla (D1-1) 97
Paper Set: Metacognition in Sci,:nce
"Reading Comprehension and Metacognition in Science"Larry D. Yore, Madge T. Craig, Leonard Rivard, Lori DiGisi (01-2) 98
Contributed Papers: Reasoning/Inquiry Learning
"Reasoning Using Biological Content: Relationships Among Evidence, Theory,
and Interpretation"Catherine L. Cummins, Ronald G. Good, Sherry Demastes, Patsye Peebles (D1-3.1) 99
"The Relationship Between Anthropomorphic/Teleological Reasoning Age and
the Study of Biology"Anat Zohar, Yael Fried ler, Pinchas Tamir (D1-3.2) 99
"The Development of Thinking in Early Adolescents"Richard L. Williams, Betty L. Bitner (01-3.3) 100
"A Teacher's Perspective of the Implementation of Problem-CenteredLearning in Chemistry"
Nancy T. Davis, Maggie He Ily (01-3.4) 100
Contributed Papers: Qualitative Research
"Microcomputer Applications for Data Gathering and Data Analysis inQualitative Research"
Patricia E. Simmons (D1-4.1) 101
"Quality of Qualitative Research: Rigor in Case Study"Deborah J. Trumbull, Debra Tomanek (D1-4.2) 101
"A Case Study of Peer Review at the Tertiary Level"Campbell J. Mc Robbie (D1-4.3) 102
42 ,'1
"Assessment of Children's Experimental Work: A Descriptive Approach"Anthony W. Bartley, Robert Carlisle, Ruth Stavy (D1-4.4) 102
"A Protocol Analysis of the Effect of Technology on Students' Actions, Verbal Commentary,and Thought Processes During the Performance of Acid-Bse Titrations°
Mary B. Nakhleh, Joseph S. Krajcik (D1-5.1) 103
"The Effects of Questions Embedded in Science Videotapes on High School Students' Attention"Laura M. Barden, William G. Holliday, James Carifio, Wm. J. Kermis (D1-5.2) 103
"Using Network Communication Technology in Science Teacher Education Field Settings"Cynthia S. Sunal, Dennis Sunal, David Hedgepeth (D1-5.3) 104
"Phase II: A Longitudinal Study Assessing the Educational Impact of a Level OneVideodisc-Based Elementary School Science Program"
Lowell J. Bethel, James P. Barufaldi, Gayle V. Davidson, Anchir A. Syang (D1-5.4) 104
Contributed Papers: Student Conceptions/Learning
"Facilitating Success in Attaining Science Student Outcomes: Constructivist Constructsand Inventions Applied to Science Curriculum and Instruction"
Robert J. Stahl, Michael P. Verdi (D1-6.1) 105
"A Study of Thinking and Learning in Electric Circuits"Hans Niedderer, Fred Goldberg (D1-6.2) 105
"An Analysis of the Development of Students' Conceptions on Shadow Formation"Hsiang-Wu Huang, Bao-Tyan Hwang (D1-6.3) 106
"The Development of First Graders' Ideas About Metamorphosis:The Role of Formal and Informal Learning"
Daniel P. Shepardson (D1-6.4) 106
Contributed Papers: Computer Education
"The Effects of Computer Animation Emphasizing the Particulate Nature of Matteron the Understanding and Misconceptions of College Chemistry Students"
Vickie M. Williamson, Michael R. Abraham (D1-7.1) 107
"Strategic Simulations in Undergraduate Biology: An Opportunity for Instruction"Angelo Collins, Doug Morrison (D1-7.2) 107
"The Learning Environment as a Focus for the Evaluation of Inquiry-BasedComputer Classrooms"
Dorit Maor, Barry J. Fraser (D1-7.3) 108
,
"Using Microcomputer-Supported Instruction to Meet Differing Learning Modes"Carl F. Berger, Charles Dershimer (D1-7.4) 108
"Preservice Science Teachers' Conceptions of Subject Matter and Pedagogy:A Longitudinal Study of Professional Development"
Norman G. Lederman, Julie Gess-Newsome, Mark Latz (02-1.1) 109
"Teachers Perception of Concept Mapping as a Metaleaming Tool in Science:A Cross-National Study"
Peter A. Okebukola, Olu J. Jegede (02-1.2) 109
"Use and Effectiveness of Daily Journal Writing with Preservice Teachers"Patricia L. Hauslein, Patricia R. Simpson (D2-1.3) 110
"Changes in Science Teachers' Perceptions of Specific Teaching Skills and Strategies:A Longitudinal Study"
Roger A. Norris (D2-1.4) 110
"The Roles of Three Types of Teacher Knowledge--Content Knowledge, PedagogicalKnowledge, and Pedagogical Content Knowledge--in the Teaching ofHigh School Mendelian Genetics"
Mary Louise Bellamy, Hilda Borko, J. David Lockard (02-1.5) 111
Discussion Group: Science Teacher Preparation
"Results of a Survey of Secondary Science Methods Courses in Ohio, Illinois, and Indiana"Steven W. Gilbert (D2-2.1) 112
"Triads: A Collaborative Approach to the Preparation of Science Teachers in the United States
and IsraerCheryl L. Mason, Jehuda Huppert (D2-2.2) 112
"Educating Urban At-Risk Students: A New Approach to Teacher Education in Mathematics and
Science"Pamela F. Abder, G. Orpwood, V. Svolopoulos (D2-2.3) 113
"On the Road to Expert Science Teaching: Student Teacher-Pupil Interactions"Gail Jones, Elizabeth Vesilind (D2-2.4) 113
"A Program to Improve Elementary Teachers' Preparation in Science, Phase II"Eileen Gregory, Linda R. DeTure (D2-2.5) 114
xxiv
"Computer Uses in Secondary Science Laboratory: Project Design, Implementation andEvaluation"Deborah J. Trumbull, John Schwartz, Nancy Ridenour (D2-2.6) 114
"A Preliminary Study of the Educational Outcomes of Teacher Summer Internships"Ted Metcalf, Robert K. James (D2-2.7) 115
"Effective Measurement of Affective Outcomes in Curriculum Evaluation"Leonie J. Rennie (D2-2.8) 115
Discussion Group: Conceptual Change
"The Effectiveness of Different Teaching Models for Science Conceptual Change"Meme Dai, Joseph P. Riley, Il (D2-3a.1) 116
"The Origin of Alternative Conceptions: Some Thoughts From Cross-Cultural Research"Euwe van den Berg (D2-3a.2) 116
"Alternative Conceptions as Catalyst for Conceptual Change"Jnseph P. Riley, II (D2-3a.3) 117
"The Relationship Between Mental Models Related to the Particulate Nature of Matterand the Infinite Nature of Geometrical Figures"
Dina Tirosh, Ruth Stavy (D2-3a.4) 117
Discussion Group: Textbook/Program Evaluation
"From Concrete to Theoretical: An Analysis of Twentieth Century High SchoolChemistry Textbooks"
Lee Meadows (D2-3b.1) 118
"Teaching Science Plus: An Observational Survey of Science Teaching inNew Brunswick and Nova Scotia Grades 7, 8, and 9"
Charles P. McFadden (D2-3b.2) 118
"Continuous Integrated Curriculum Evaluation: The Case of the Israel High SchoolBiology Program"
Pinchas Tamir (D2-3b.3) 119
Discussion Group: Instructional Media/Technology
"Computer Inclination of Students and Teachers in Relaticn to Their STS Views"Uri Zoller, Stuart Donn (D2-4a.1) 120
"Software Tools to Assist the Learning of Science Among Hispanic Students"Jaime H. Sanchez (D2-4a.2) 120
XXV
Discussion Group: School/Business Partnerships
"A Comparison of Educational Perspectives of Science Teachers, Industry PersonnelInvolved in a Business/Education Partnership, and Industry Personnel NotInvolved in a Partnership"
Glenda Carter, John C. Park (D2-4b.1)121
"Validation of a School-Business Partnership Program"Suzanne Weber, C. Thomas Gooding, J. Nathan Swift, Barbara Beyerbach (D2-4b.2) 121
Discussion Group: Grouping/Instructional Settings
"The Effect of Levels of Group Cooperation on Students' Achievement in PhysicalScience Laboratory"
Huey-Por Chang, Norman G. Lederman (D2-5a.1) 122
"Schoolyards as Classrooms: A Study of Their Effectiveness"Linda L. Cronin-Jones (D2-5a.2)
122
"What is Happening Inside Unstructured Groups? Pattern and Type of VerbalInteractions of Intermediate Students"
Catherine R. Conwell-Nesbit, Faye G. Humphrey, Jack Fleming (D2-5a.3) 123
"Creative Drama and the Enhancement of Elementary School Students' Understandingof Science Concepts"
Michael Kamen (D2-5a.4)123
"Children Attending Science Camp: Their Home Environment"Christa Winter (D2-5a.5)
124
Discussion Group: Teacher Beliefs/Knowledge, Elementary - Junior High Level
"Preservice Elementary and Secondary Science Methods Teachers: Comparisonof Formal Reasoning, ACT Science, Process Skills, and Physical ScienceMisconception"
Bernard Arenz, Betty L. Bitner (D2-5b.1)125
"The Relationship Between Teacher Content and Pedagogical Content Knowledge andStudent Knowledge of Heat Energy and Temperature"
Shirley Magnusson, Hilda Borko, Joseph S. Krajcik, John W. Layman (D2-5b.2) 125
"Acceptance And Resistance as Forms of Teachers' Participation in Change"Roberto Monteiro, James J. Gallagher (D2-5b.3) 126
"The Preservice Elementary School Teachers' Attitude Toward Science Teachingand its Correlations with Selected Variables"
Tien-Ying Lee (D2-5b.4)126
xxvi
"A Preliminary Assessment of Science Process Skills Achievement of PreserviceElementary Teachers"
David Radford, Unda R. DeTure (D2-5b.5) 127
Discussion Group: Problem Solving/Use of Analogies
"Gifted Seventh Grade Girls' Strategies on a Mechanical Design Task"Marilyn L. Fowler (D2-6.1) 128
"A Meaningless But Nonalgorithmic Solving Course: Solving a Graphing ProblemAbout Osmosis by Analogy"
June T. Zuckerman (D2-6.2) 128
"An Exploratory Study: The Recognition of Prose Structures and the Constructionof Graphic Postorganizers are More Useful in Combination Than in Isolation"
George F. Spiegel, Jr. (D2-6.3) 129
"Performance Assessment: Implementing the Task Model for SequencingInstruction in Science Problem Solving"
Carol L. Stuessy, Gil Naizer (D2-6.4) 129
"Analysis and Synthesis of Studies Related to the Effectiveness of Analogies in Science Learning"Zoubeida Dagher (D2-6.5) 130
"Students' Problem Solving in Mechanics: Preference of a Process-Based Model"Meir Meidav, Zehava Asa, Yoram Kirsch, Ruth Stavy (D2-6.6) 130
"An Analysis of Think-Aloud Protocols of Students' Understanding of the Mole Conceptand Its Use in Problem Solving"
John R. Stayer, Andrew T. Lumpe (D2-7.1) 131
"A Study on Students' Conceptions of Vaporization and Boiling"Bao-Tyan Hwang, Hsiang-Wu Huang (D2-7.2) 131
"The Development of Conceptions in Basic Electricity: An Application of TeachingExperiment Methodology"
Nggandi Katu, Vincent N. Lunetta, Euwe van den Berg (D2-7.3) 132
"Proportional Reasoning and Field Dependence: Variations on the Cylinder Problem"Carol A. Lawton (D2-7.4) 132
"Progressive Problemshifts Between Different Research Programs in ScienceEducation: A Lakatosian Perspective"
Mansoor Niaz (D2-7.5) 133
xxvii
General Session 3
"Girls in Science: What do we Know: What do we Need to Know?"Susan McGee Bailey, Patricia B. Campbell (D4) 134
Symposium: Self Efficacy
"Self Efficacy Research in Science Education"Charlene M. Czerniak, Larry G. Enochs, Catherine Yeotis, David Haury,
Linda Bakken (D5.1) 135
Contributed Papers: External Influence on Student Learning
"The Mediating Effects of Teacher-Student Relationship on Academic Risk Taking"Mark Temp lin, Catherine Ebbs (D5-2.1) 136
"A Descriptive Study of Urban Middle School Students' Relationships toScience and Family"
John R. Wiggins, Mary M. Atwater, Catherine Gardner (D5-2.2) 136
"Third and Fourth Grade Parents Ideas About and Involvement in Children'sScience Education"
Elisabeth Charron (D5-2.3) 137
Discussion Group: Predictors of Science Success/Choice
"The Relationship Among Students' Attitudes Toward Science, Math, English,and Social Studies"
Jianjun Wang, J. Steve Oliver, Andrew T. Lumpe (D5-3a.1) 138
"The Relationship Between Students' Formai Reasoning Ability, Prior Knowledge,Approaches to Studying, and Their Performance in Chemistry"
Frank J. Giuliano, Saouma B. BouJaoude (D5-3a.2) 138
"Modifiable Predictors of Students' Academic Success in College Chemistry Courses"Jeffrey R. Pribyl, Elaine Hogan-Miller, Marcia Stevens, D. Daryl Adams (D5-3a.3) 139
"Path Analysis of the Relationships Among Parents' Education, Language Preference,Cognitive Development, Academic Ability, and Science Process Skills Achievement"
Paul J. Germann (D5-3a.4) 139
"An Analysis of Myers-Briggs Type Indicator Scores: Florida Women Scientists in Academia"Carolyn B. Dickman (D5-3a.5) 140
"Women Scientists in Academia: Factors Effecting Career Choice"Carolyn B. Dickman, Meta Van Sickle, John T. Bullock (D5-3a.6) 140
"A Study of the Relationships Between C-Base Composite and Science Scores,ACT Scores, Preservice Elementtly Students Process Skills"
Lloyd Barrow, Julie Cook, Candace She (D5-3a.7) 141
Discussion Group: Teacher Induction
"Induction: Developing a Support Model to Aid Beginning Middle School ScienceTeachers: A Case Study of a First Year Teacher"
B. Kim Nichols, Michael J. Padilla, John R. Wiggins, Lewis Maxwell Monroe (D5-3b.1). .142
"Induction: Developing a Support Model to Aid Beginning Middle School ScienceTeachers: A Case Study of a Second Year Teacher"
Lewis Maxwell Monroe, Michael J. Padilla, John R. Wiggins, B. Kim Nichols (D5-3b.2). .142
"Induction: Developing a Support Model to Aid Beginning Middle School ScienceTeachers: A Case Study of a Third Year Teacher"
John R. Wiggins, Michael J. Padilla, Lewis Maxwell Monroe, B. Kim Nichols (D5-3b.3). . .143
Contributed Papers: Nature of Science/Curriculum Reform
"Project 2061, Phase II: The Culture of the Georgia Team"Mary Jo McGee-Brown (D5-4.1) 144
"Politics, Programs, and Pedagogy: Private Sector Influence on Science EducationPolicy Reform in Michigan"
Stacey Marlow, Michael Marlow (D5-4.2) 144
"An Interpretive Study of Prospective Teachers' Beliefs About the Nature of Science"Anthony W. Lorsbach (D5-4.3) 145
Discussion Group: Secondary School Science
"High School Students' Concepts Regarding Food Chains and Food Webs: A Multinational Study"Charles R. Barman, Alan K. Griffiths, Peter A. Okebukola (D5-5a.1) 146
"Surveying the Knowledge of Basic Biology in British and American Teenagers"Thomas R. Lord (D5-5a.2) 146
"The Drama of the Hawking-Gould Dichotomy and Other Everyday ScientificHappenings: Applying the Scientific Theory Profile"
Cathleen Loving (D5-5a.3) 147
"Missing the Mark in Interpreting and Predicting Outcomes of Difiotion andOsmosis by First Year Ckllege Students"
Rosie Allen-Noble (D5-5a.4) 147
Discussion Group: Student Attitudes/Beliefs
"Students Attitudes Toward School and Classroom Science: Are They Related?"Patricia D. Morrell (D5-5b.1) 148
"Teaching Nuclear Radiation in an Integrative Approach to 10th Grade BiologyStudents: Academic Achievement and Attitudes"
Reuven Lazarowitz, Michal Nachshon, Michal Shemesh (D5-5b.2) 148
"The Effects of Live- and Stuffed-Animal Displays on the Attitudes and Behaviorof Kindergarten Students"
Barry Brucklacher (D5-5b.3) 149
"Case Study of a Sixth Grade Class: Attitudes and Conceptions of the Marine Environment"Tom Howick, Michael J. Padilla (D5-5b.4) 149
"Epistemological Beliefs of Students in High School Physics"Hans Niedderer, Heinz Meyling, Thomas Bethge, Horst Schecker (D5-5b.5) 150
Symposium
"Student as Intuitive Investigator of the Natural World"Nancy B. Songer, Marcia C. Linn, Robert Tinker, Andee Rubin (D5- 6) 151
Round Table
"Responsive Interaction: Pedagogy of Complexity and Uncertainty of Scientific Thought"Joan Russow, Erich Schwartz (D5- 7) 152
XXX
1
General Session 1A34
HOW CAN STUDENTS ACQUIRE USABLE SCIENTIFICKNOWLEDGE? UNDERSTANDING AND TEACHING THENEEDED THOUGHT PROCESSES.Jill H. Larkin and Frederick Reif, Carnegie-Mellon University
To cope with our rapidly changing technological world, students needincreasingly to acquire scientific knowledge which is flexibly usable. Our workis based on the premise that this aim, rarely achieved, requires a betterunderstanding of the requisite cognitive processes and more explicit teaching ofthese. We have used small-scale experiments to identify and investigate thoughtprocesses facilitating flexible knowledge use in quantitative sciences likephysics. Thus, we have formulated and tested problem-solving strategies thatinclude methods for generating useful problem descriptions,a nd decisionpmesses for identifying useful actions and choosing among them. We havealso investigated knowledge organizations that facilitate such problem solving,as well as procedures needed for effective interpretation of scientific concepts.Insights, derived from this past work, form the basis of our currew attempts todesign classroom instruction for teaching better problem-solving skills and moreusable scientific knowledge. Preliminary results suggest that our teachingmethods enable stulents to solve problems more successfully and lead also to adeeper understanding of the underlying scientific concepts. However, substantialimprovements are needed to make these teaching methods reliably effective whendealing with large numbers of students in classroom situations.
2
Symposium: Science AnxietyB2 - 1
B2-1-1
SCIENCE ANXIETY RESEARCH.
Mary Westerback , Long Island University, C.W.Post CampusCharlene M. Czerniak, The University of ToledoGeorge Davis, Moorhead State UniversityLouis Primavera. and James R. Campbell, St. John's University
Anxiety about science and anxiety about teaching science havebeen topics of interest for several decades. The State-TraitAnxiety Inventory (STM ) is a standardized 40 item Likert scalethat is an accurate and reliable instrument for measuring scienceanxiety. The first paper will discuss instruments for measuringscience anxiety and summarize past research which has foundthat the anxiety people feel toward science is real to them , and itis a measurable construct. However, , a synthesis of this researchsuggests that science anxiety can be attributed, at least in part, tomore general variables such as information overload, testing, andcertain instructional strategies. Three current studies used theSTAI to measure science anxiety. Results of these studies foundthat anxiety toward science can be changed in a positive directionwith experience ( measured by time duration) in science coursesor science methods training. Anxiety toward science issignificantly correlated to self efficacy; academic performance inscience; student curiosity, inquisitiveness, arid imagination; andacademic and general self concept.
Contributed Papers: Science TeachingB2-2
RIENCED SCIENCE TEACHERS TEACHING SCi.L.OU'SIDE THEIR SCIENCE AREA OF CERTIFICATIONLinda R. Sanders, Christopher Newport College
The purpose of this study was to determine thedifferences in the planning, teaching, andreflecting of experienced science teachers whenteaching a science course in their area of scienc..(-rtification and when teaching another sciencerirea. The study also focused on the influence ofthese teachers' content knowledge, pedago7,icalknowledge, and pedagogical content knowledge ontheir teaching. Experienced science teachers wereobserved and interviewed while teaching classesin their area of certification and in anotherscience area they were teaching for the first orsecond time. Analysis revealed similarities anddifferences in the two areas. In both areasthere were ways these teachers acted like expertteachers in similar studies, even though thecontent was unfamiliar in one area. Theirpedagogical knowledge and pedagogical contentknowledge for general science topics provided aframework for teaching outside their area.
B2-24
132-22SCIENCE LABORATORY CLASSROOM ENVIRONMENTS AT SCHOOLS
-
AND UNIVERSITIES: A CROSS-NATIONAL STUDYBarrv J Fraser & Geoff J Giddings, Curtin Uni:ersity;Cam J 11cRobbie,Queensland University of Technology
The first phase of this research had as one of its mainpurposes the development, validation and use of an
instrument, the Science Laboratory Environment Invent-ory (SLEI), which is specifically aimed at assessingscience laboratory environments at upper secondaryschool or university level. The SLEI assesses students'or teachers' perceptions of five dimensions of class-
room environment. A distinctive feature of the designof the study was that the original 72-item version ofthe instrument was field-tested cross-nationally andvalidated in six different countries, namely, Australia,USA, Canada, England, Israel and Nigeria involving 5447students in 269 individual laboratory classes. Variousitem and factor analyses guided the evolution of arefined 35-item version. In the second phase of thestudy, a new Personal Form of the SLEI was developedand used with a further 1480 senior high school
students. This data set was used to cross-validatethe Class Form, validate the Personal Form and toinvestigate similarities and differences between theClass Form and the Personal Form on a number ofoutcome-environment associations.
c..14
4
B2-2-3
THE EFFECT OF LABORATORY VERSUS LECTURESCIENCE TEACHING METHODS: A META-ANALYSIS.Jacqueline A. Hykle, University of Cincinnati
While most teachers believe laboratory-based experiences aremore effective than non-laboratory methods, qualitative reviewsof research have yielded less definite conclusions. This meta-analysis is designed to quantitatively integrate the cumulativeresearch which compares the effects of science instructionsupported by laboratories with traditional teaching methods thatdo not employ labs. Over 100 effect sizes were obtained fromjournal articles, ERIC documents, and dissertations, representingover 1,800 students in the middle and senior high schools.Results using the unbiased, weighted mean effect sizes show thatwhen compared to the lecture, the laboratory method has a largeeffect on laboratory skills and small to medium effect sizes forcontent achievement, process skills, and overall achievement.The use of laboratories was also found to have a positive input onstudent attitudes and cognitive development.
THE EFFECTS OF THE BSCS MIDDLE SCHOOL SCIENCE B2-2-4PROGRAM ON STUDENT UNDERSTANDING OF THE NATURE OFSCIENCE,Yvonne J. Meichtry, UW-Stevens Point
The purpose of this study was to investigate theeffects of the first-year field test BSCS middleschool science program on student understanding ofthe creative, developmental, testable, and unifiednature of science. The experimental group, whichused the BSCS program, and the control group, whichexperienced a more tra-ittional science program, wereadministered a pre- and post-test using the ModifiedNature of Scientific Knowlege Scale. Analyses of the'results showed that student understanding of thedevelopmental and testable nature of sciencedecreased significantly for students in the BSCSgroup. Student understanding of the creativenature of science decreased significantly forstudents in the control group. Analyses .of covarianceindicated that students in the control grouppossessed a better understanding of the testablenature of science than did students who used the BSCS
program. Implications are related to the construct-ivist view of learning, the development of curricula
to facilitate scientific literacy, and futureresearch endeavors.
5
PaperSet: GeflicitrIHflrerences
B2 - 3
1320.3-1
WHERE ARE THE GENDER DIFFERENCES IN SCIENCE AND WHATDO THEY MEAN? Dale Baker, Rosemary Leary and RickTrammel, Arizona State University.
The purpose of this study was to examine gender dif-ferences in attitude. One thousand eighty-four stu-dents were given a classroom climate instrument toidentify teacher centered and student centeredclassrooms at grades 2, 5, 8 and 11. A subsample of158 students were selected from the identifiedclassrooms and given a Sentence Completion Test.Responses were categorized and analyzed using chisquare. Boys and girls were more alike thandifferent. Both liked science, agreed on the topicsand teaching techniques that they liked and dislikedand believed their mother would support them in ascience career. Despite liking science and planningto take more science, few students planned a sciencecareer. Gender differences were found for 5 of the20 questions. Classroom type, student centered orteacher centered, had a significant effect onattitude. Girls in student centered classrooms heldnegative attitudes toward science and girls inscience. Boys in teacher centered classrooms heldneyative attitudes toward girls in science.
B2-3-2
RELIABILITY AND VALIDITY OF TWO MEASURESOF ATTITUDE TOWARD SCIENCE
Michael Piburn, Lawrence Sidlik and SeanMulvenon
Measures of attitude toward science haveproduced inconsistent results, linked toflaws in their construction. An attemptwas made to identify new methods,including projective techniques ininterviews and pencil and paper tests.Two attitude instruments, the SentenceCompletion Test and Individual and GroupAttitudes Toward Science wereadministered to 113 students selectedfrom 16 classrooms in grades 2, 5, 8 and11. Coefficient alpha for Individualand Group Attitudes Toward Science was0.57, and for the Sentence CompletionTest was 0.63. ANOVA revealedsignificant grade level effects onattitude, but *:cp gender differences.There were some inter-actions betweensex and classroom structure.
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3
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GIRLS AND SCIENCE CAREERS: POSITIVE ATTITUDES ARE
NOT ENOUGH. Nancy Moffat, Rick Trammel, LawrenceSidlick and Dale Baker, Arizona State University.
This study is part of a larger project on attitudes,that looks at classroom practices and gender dif-ferences. One thousand eighty-four students were inthe sample. A subsample of 158 students were givena Sentence Completion Test and interviewed. Data
from the subsample were used to determine interestin science careers and the influence of attitude,peers, parents, and classroom structure. Only 30-4(P,
of the students were planning on a career in sciencedespite the fact that almost all of the studentsliked science. For many, science was an unexaminedoption. More girls than boys were ambivalent aboutscientific careers. Ambivalence increased withgrade level. Role models were important for girls'
career choices. Most students defined scientificcareers as laboratory work and were unaware thattheir chosen careers were scientific or required abackground in mathematics and science. There weresignificant effects between aender and the percep-
tion of classrrs.cm
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Contributed Papers: Science Education ReformB2-4
Effects of State-mandated Testing on
Local Science Programs: Case Study of a
Suburban Elementary School
Mary Lee Nbrtens, Hofstra University
This three-year interpretive study useci
interviews, observations and document analysis to
examine the assumptions which guided the decisions
and actions of those responsible for developing,
sustaining, and evaluating the State-mandated
elementary science program in one relatively
small, suburban district in N.Y. State.
Findings
1) Naither individually, nor collectively were assxriptions
acknowledged or articulated by the subjects in this study.
Consequently, the subjects further assumed that they shared
a common purpose. 2) Individual purToseswere not
necessarily in opposition to eaCh other, but because they
were never made explicit, during the course of the study,
discrepancies and even conflicts began to emerge. 3) Tests
were used and results were evaluated by each of the
stakaolders on the basis of initial assumptions. 4) The
hierarchical power structure within the district determined
consequences. In presenting this study, the researcher will
delineate the far-reaching consequences of events described
and propose strategies for dealing with assumptions.
ASSESSING THE STATE OF SCIENCE EDUCATION:WHAT'S HAPPENING IN CLASSROOMS.Thomas M. Dana and Sharon E. Nichols, Florida StateUniversity
The purpose of this study was to conduct an evaluation ofthe implementation of a state-level policy to improvescience, mathematics, arid computer education. Thestudy has assisted us in developing a K-12 profile of : a)how science is taught in Florida's schools; b) trends inteaching and learning strategies; c) district and stategoals to improve science education; d) access and use ofinstructional technology ; and d) topics of staffdevelopment workshops. In addition this study hasallowed us to make comparisons to national datacollected about mathematics and science teaching. andhas permitted us to develop a sense of the issues ofgreatest relevance to the improvement of mathematics.science, and computer education as we strive to become aworld leader by 1999.
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SCHOOL SCIENCE AS A RITE OF PASSAGEVictoria Brookhart, University of California, Riverside
Secondary school science has been portrayed as a pipeline whichconverts "crude" talent into a "refined" product. Makingteachers' and students' experiences in and perceptions ofschool science unimportant, this mechanistic view of schoolscience limits our understanding of what actually goes on in
science classroom. Alternatively, school science might be
likened to a rite of passage into the scientific community.Like the pipeline metaphor, school science as a rite of passagereflects the lengthy process from "grade school to grad school."However, in the alternative metaphor, teachers and students arerecognized as active participants in the construction of schoolscience. In this paper I set forth a new concepticn of schoolscience, utilizing data collected via participant observaticn inintroductory college chemistry classrooms.Representing school science as a rite of passage allows us to seenumerous problems: the extensive and ambiguous period of separation,the distortion of science due to exaggeraticns within thetransition period, the hierarchial arrangement of the scientificccamunity and exclusionary characteristics of the transition stageof the rite of passage, the contradicticns within science as anenterprise, and the ambivalent attitudes of students, in particular,End society, in general, towards science.Individuals in classrooms contribute unique meanings of science,schooling, and society as they negotiate knowledge and roles. Asstudents experience and understand school science in multiple ways,tney are differentially incorporated into the science and the scientific
community. Not simply a matter of tracking or access to materials,students actively participate in their cwn exclusicn from science,acting in ways that are sensible to them.
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Contributed Papers: ConstructivismB2-5
B2-5-1
EXPERIMENTING AND PROBLEM SOLVING IN ACONSTRUCTIVIST SCIENCE LABORATORYWolff-Michael Roth Appleby College, and Anita Roychouclhury, MiamiUniversity
Teaching and learning in science laboratories often have been plagued withproblems and the study of science through inquiry fell short of theexpectations placed in them during the 1960s and 70s. Science educatorshave called for constructivist learning environments in which students canpursue open-inquiry and frame their own research problems. Thisinterpretive study was designed to document students' experimenting andproblem solving in such an environment. The data sources includedvideo-tapes, their transcripts, student laboratory reports and reflections,and the teacher's course outline and reflective notes. Forty-six studentsfrom three sections of an introductory physics course participated in thestudy. The students showed a remarkable ability and willingness togenerate research questions, to design and develop apparatus for datacollection, to deal with problems arising out of the context of inquiryduring implementation, and to pursue meaningful learning during theinterpretation of data and graphs to arrive at reasonable answers of theirresearch questions. The authors conclude with recommendations fortraining teachers to deal with the complexities of such a learningenvironment and with a recommendation for adopting appropriateprocedures for evaluating student achievement in a constructivistlaboratory context.
INTERACTIONS IN A CONSTRUCTIVIST LABORATORYAnita Roychoudhury, Miami University and Wolff-Michael Roth,Appleby College
The purpose of this study was to examine the nature of interactionsamong students working in groups in a constructivist sciencelaboratory. An interpretive method was used to analyze the datagathered in three sections of a high school physics course. From theanalysis emerged three modes of interaction for arriving at consensus, acollaborative mode, an adversarial mode, or by following a majorityrule. According to the degree of participation by individual students,the interactions were symmetric, asymmetric, or shifting asymmetric.The nature of the group-teacher interactions varied according to thephases of the experiments, planning, data collection, or interpreting thedata. Among the other positive attributes of this collaborativeenvironment were student involvement in the task components,independence of the groups, and a general positive feeling among thestudents about group work.
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A PROBLEM WITH CONSTRUCTIVISTEPISTEMOLOGYMichael R. Matthews, Auckland University
This paper sketches the significance of constructivism inthe contemporary theory and practice of science education.It surveys some of the epistemological commitments ofconstructivism and mentions the scant critiques of thiswhich have appeared in science education literature. Thepaper argues that the fundamental flaw with constructivistepistemology is that it is still wedded to the Aristotelian-empiricist epistemological paradigm and that it is onlywithin that paradigm that the well known relativistimplications of constructivism follow. Using the examplesof Galileo and Newton, the paper shows that the ScientificRevolution changed not only Aristotelian science but alsoits ideal of knowledge. The basic achievement of the newscience was to separate the theoretical objects or apparatusof science from the real objects in the world.Construcdvism acknowledges the constructive, creative,aspect of the former, but maintains the mistakenAristotelian and empiricist understanding of the connectionbetween the two realms of thought and reality.
CRITICAL REFORM OF THE SCIENCE CURRICULUM: A JOURNEYFROM OBJECTIVISM TO CONSTRUCTIVISM.Kenneth Tobin, Florida State University, Deborah Tippins, University ofGeorgia and Karl Hook, Florida State University
The teacher in the study, one of the authors of this paper,
implemented the curriculum along traditional lines utilizing tworeferents, teacher as controller of students and objectivism, to makesense of his role as a science teacher. However, over a four yearperiod the teacher began to understand constructivism and graduallychanged the curriculum to reflect student learning from a constructivistperspective. Based on Grundy's interpretation of Habermas'knowledge constitutive interests the teacher decided to give greateremphasis to practical and emancipatory interests and less emphasisto technical interests.
The paper describes changes in teacher beliefs and changes that wereevident in the science curriculum as the teacher gave greater controlto students and implemented the curriculum in accordance withconstructivism. The curricular changes described in the paper will beset in the context of changes in teacher learning and changes in theschool culture. Particular attention will be directed towards theinfluence on the science curricula of colleague science teachers andthe students from the teacher's classes.
STUDENT SCIENCE KNOWLEDGE RELATED TOOREGON'S MARINE ENVIRONMENTMichael Brody, Oregon State University
This study assessed fourth, eighth and eleventh gradestudents' understanding of science concepts related toOregon's marine environment. The sample of public schoolstudents (n = 159) in 9 Oregon schools were interviewed ona variety of concept principles considered critical to a fullunderstanding of Oregon's marine environment. Conceptsrelated to Oregon's marine environment included; geology,physical and chemical characteristics, ecology and naturalresources. Research assertions were summarized ingeneralized correct concept statements indicating the extentof current student science knowledge. Commonmisconceptions were also noted. The study considered '-student understanding as an integrated set or cluster ofconcepts and reflects a complex and integrated conception ofa natural phenomena. Human constructivism, meaningfullearning theory and principles related to the relevance ofstudent schema in the design of curriculum and instructionalstrategies guide this work. The results of the study haveimplications for teaching about the marine environment.Conclusions summarize those concept- which are missingand how educators can introduce them into existing scienceprograms and thus help learners gain an appreciation for thecomplex and multidisciplinary nature of the marineenvironment. B2-6-2
B2-6-1
LANGUAGE AND CHILDREN'S CONCEPTION OFPLANTS AS LIVING THINGSRuth Stavy and Naomi Wax, Tel Aviv University
A study on children's conception of plants as living thingsrevealed that Israeli 6-14 year old children found greaterdifficulty in classifying plants as living things than children in
other counties. It was suggested that the different behavior ofIsraeli children might be attributed to certain characteristics of theHebrew language. In order to by-pass the use of wordsconnected with the terms "life". "alive", etc. Hebrew speakingchildren in Israel and English speaking children in Canada wereasked to single the odd one out of three pictures: a dog, a treeand a rock and to explain their choice ("non-verbal" task). Thenthey were asked to classify different objects (animals, plants andnon-living objects) into living and non-living ("verbal" task).Both groups of children were less successful in the "non-verbal"task than in the "verbal" task. Hebrew speaking childrenperformed at a lower level than English speaking children inboth the "verbal" and "non-verhal" tasks. These findings might
suggest that language affects scientific concept development onboth the verbal and the perceptual levels.
CHILDREN'S UNDERSTANDINGS OF SCIENTIFIC MODELS:ANALYSTS OF A FIFTH GRADE LIFE SCIENCE LESSONSandra K. Abell, Purdue University and Marie R,sth,Tippecanoe School Corporation
In this study a teaching/research collaborationbetween a fifth grade teacher and a universityscience educator was implemented to examineconceptual change teaching and learning. We
videotaped 2 weeks of science instruction aboutbiological communities and trophic relationships.We found that students' senseLmaking about theirinvestigations with terraria were often differentfrom the intended curriculum. Furthermore we foundthat the energy pyramid model, so clear to us, wasinterpreted differently by our students. Manychildren thought the triangular model of trophiclevels represented space needs of the organismsrather than energy relationships. Our findingsindicate that more work is needed to elucidateconceptual change teaching strategies that willhelp children see scientific conceptions asintelligible alternatives to their own ideas. Our
work also explores new conceptions of collaborativeclassroom research in science education.
ADDRESSING THE NEEDS OF LOW ACHIEVING/SPECIALEDUCATION STUDENTS IN HIGH SCHOOL BIOLOGYCLASSES: IMPLICATIONS OF A CONCEPTUAL CHANGEMODEL OF INSTRUCTIONMarcia Fetters, Michigan State University; Brian Temp lin,Holt High School; and Charles W. Anderson, Michigan StateUniversity
This case study highlights the experiences of four studentsparticipating in a one semester science course designed forspecial education students, implementing strategies to preparethem for merger second semester into a general educationclass. Four goal areas guided the work in this class: teachingfor conceptual understanding, improving student's ability toexpress themselves scientifically, improving students abilitiesto work co-operatively, and improving students' concepts ofthemselves as learners. Regular classroom observations, aseries of student interviews, and samples of student work,including journal writing were used to follow the developmentof student thinking with regard to each goal area. Studentscame to the class with a wide variety of limitations, Including:low reading and writing skills, low interest level, and low self-confidence in their ability to do well in a science class.Evidence of improvement in each of these areas can be verifiedthrough increased class participation, changes in quality andquantity of written work, and through student interviews. Mthese students moved into general education biology classes thelong-term effectiveness of these Instructional strategles wasassessed.
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Contributed Papers: Concept-MappingB2-7
EFFECTS OF CONCEPT MAPPING AS ANINSTRUCTIONAL TOOL: A METAANALYSIS.Phillip B. Horton, Michael Gallo, et al., FloridaInstitute of Technology
The results of the available research reportsdealing with concept mapping were combinedby meta-analysis to evaluate the effects onstudent achievement and attitude. A codingsheet was designed to facilitate the collection ofkey characteristics aild data from the studies.The basis of design for the coding form wasextracted from Hedges, Shymansky,Woodworth (1989), and effect sizes werecalculated using the methods presented byHedges, et al. (1989) and Kulik and Kulik (1989).Of the one hundred thirty-one studies that werescreened, only fifteen included data relevant tothis analysis. Pre liniinary results indicate thatstudents employing the concept mappingtechnique had both higher academicachievement and more positive attitudes thanstudents in the comparison groups.
CONCEPT-MAPPING AND CHEMISTRY ACHIEVEMENT, INTEGRATEDSCIENCE PROCESS SKILLS, LOGICAL THINKING ABILITIES,AND GENDER AT TEACHERS COLLEGES IN TAIWANWANCHU HUANG, Taipei Municipal Teachers College
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This study was designed to determine the effectivenessof the concept-mapping technique on chemistry acnieve-ment by teachers college students. Relationships amonggender, integrated science process skills, logicalthinking ab4lities, and student achievement wee alsostudied. Four intact non-science major classes, tookpart in this study, taught by the researcher at twoteachers colleges in Taiwan. Two weeks prior to thestudy, experimental groups learned the concept mappingtechnique. All students received regular courseinstruction. Fifteen minutes before the end of eachclass period, the students received a list of conceptscovered during the class period. Only groups El and E2were asked to map these concepts. Groups Cl and C2 wereasked tz define these concepts. Based on the dataanalysis using ANOVA via MRC, there was no differencein chemistry achievement between students who complet-ed concept maps and students who completed conceptdefinitions. However, there was a significant interac-tion between treatment condit ,n and TIPS IL scores;students with lower TIPS II scores led to higherachievement in the treatment. The researcher concludesthat "the concept mapping tech-nique is an alternativelearning method that may te appropriate for those lowerachieving students.
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B2-7-3THE EFFECT OF CONCEPT MAPPING ON BIOLOGY ACHIEVEMO,NOF FIELD DEPENDENT STUDENTS.David J. Martin, Kennesaw State College, and EdwardC. Lucy, Georgia State University
The purpose of this study was to determine theeffect of using concept mapping on biologyachievement of field dependent students. The studyinvestigated achievement gains by field dependentsubjects who used concept mapping during theirstudy of biology. Random assignment of 131 subjectsto treatment or control groups was made. Treatmentconsisted of learning concept mapping skills, andthen using these skills as a study aid in biology.Treatmentogroups utilized concept mapping duringtwo consecutive units; control groups studied thesecond unit under treatment conditions. Fielddependence/independence was assessed using theGroup Embedded Figures Test. Cbmparisons ofpretest-posttest gain scores and postt:.:st scoressuggest that field dependent subjects who usedconcept mapping obtained higher achievement levelsthan those who did not. Analyses failed to confirmstatistical significance due to the small samplesize (31) of field dependent subjects. The observedtrends support the assertion that concept mappingmay help field dependent students in biology.
B2-7-4
THE EFFECTS OF HANDS-ON SCIENCE INSTRUCTIONON STUDENTS' COGNITIVE STRUCTURES ASMEASURED BY CONCEPT MAPS
Donald T. Powers, Western Illinois University and Emmett L. Wright,Kansas State University
The purpose of this study was to investigate the effects of hands-on scienceinstruction on students' cognitive structuring of knowledge as measured byconcept maps. Five intact classes of fifth graders were taught four one-weekscience lessons on astronomy, ecology, magnetism and pendulums.Students drew concept maps before and after instruction to illustrate thestructure of their cognitive knowledge. The concept maps were subjected todata analysis using ANOVA. The results indicated that: students preferredhands-on instructional methods; they learned more science using hands-onactivities; the use of hands-on science instruction promoted a positiveattitude toward the study of science; students indicated no preference forconcept mapping. Since cognitive changes demand an extensive duration oftime, the recommendation of this study was that similar studies beconducted over a duration beyond one week.
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Paper Set: Attitude/Behavior ChangeB3-1
B311ATTITUDE/BEHAVIOR CHANGE IN SCIENCE EDUCATION: PART 1-
- -
MODELS AND METHODS.
Frank E. Crawley, University of Texas at Austin, and Thomas R.Koballa, Jr., University of Georgia
The purpose of this paper, the first in a two-paper set, is topresent an overview of contemporary models and methods used toconduct attitude/behavior change research in science education.Two social-psychological models will be presented: the theory ofplanned behavior (TPB) (Ajzen, 1985) and persuasivecommunication (Petty and Caccioppo, 1981). The antecedent ofthe TPB model, the theory of reasoned action (TRA) (Ajzen andFishbein, 1975), will be explained along with shortcomings thatled to the introduction of the TPB. It will be shown how the TPBparadigm allows science education researchers to identify salientbeliefs and plan intervention strategies that maximize the chancefor attitude/behavior change. Persuasive communication and theelaboration likelihood models are described next, and it is shownhow researchers Cr 1 design informative messages that targetsalient beliefs and ,thance central processing of messagearguments to bring about change. Collectively the TPB andpersuasive communication models provide science educators withthe theoretical and empirical underpinnings needed to establish anongoing research agenda in attitude/behavior formation andchange.
AITITUDE-BEHAVIOR CHANGE IN SCIENCEEDUCATION: PART II, RESULTS OF AN ONGOINGRESEARCH AGENDA.Thomas R. Koballa, Jr., University of Georgia andE. Crawley, University of Texas at Austin
The purpose of this work was to identify overarchingassertions about studies conducted over a period of morethan five years that were guided by the theory of reasonedaction or the theory of planned behavior. The reports oftwenty-one studies that were guided by either theory werelocated and reviewed. The studies dealt numerous science-related behaviors ranging from enrollment in high schoolchemistry to use of teaching methods introduced during asummer workshop. The majority employed regressionanalysis to identify behavioral determinants and by so doingcontributed to an understanding of factors that motivatestudents and teachers to behave as they do. Other studiesused the tenets of the theoretical models to constructinterventions to impact the determinants of science-relatedbehaviors. All contributed in some way to the refinement ofthe instruments used to measure the behavioral determinants.Assertions regarding (1) behavioral prediction andunderstanding, (2) intervention design and implementation,and (3) the development of instruments to measure modelvariables were generated. Central to the assertions are theconcepts of belief, attitude, social and situational constraints,motivation and behavior.
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Panel: NARST- NETB3-2
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DEVELOPING AND USING NARST-NET: A PROPOSEDTELECOMMUNICATIONS NENVORKDerrick R. Lavoie, Montana State UniversityJames D. Ellis, Biological Sciences Curriculum StudyLarry Flick, Washington State UniversityWilliam S. La Shier, University of KansasNorman G. Lederman , Oregon State UniversitySteve J. Oliver , The University of Georgia
The purpose of this panel discussion is to develop a strategic planto establish a NARST telecommunications network so that allmembers, having computer and modem, can maintaincommunication throughout the year at a minimal cost. Such a linkshould greatly enhance science-education research andteaching, as well as a number of other collaborative efforts. Thisproposed NARST-NET must be carefully considered to best meetthe needs of its members and to facilitate a more productive futurefor NARST. Major issues to be discussed include: choosing themost resourceful network support system, determining potentialuses of the system for NARST, educating NARST members in thevalue and application of the NARST-NET, and the cost and effortto establish and maintain the network. One proposed softwarepackage for the NARST-NET is CONFER which can supportbulletin boards, interactive conferences, E-mail, and distancelearning applications.
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Symposium: Using Concept-MappingB3-3
USING CONCEPT MAPPING AS ANALYTICAL TOOL TOASSESS THE STRUCTURE OF STUDENTS' SCIENTIFICKNOWLEDGE --MULTIPLE PERSPECTIVESJoan B. Baron., Michal Lomask, Jeffrey Greig, Connecticut StateDepartment of EducationK. Michael Hibbard, Region 15 Public Schools, ConnecticutAudrey B. Champagne. State University of New York, AlbanyEva Baker, Center for the Study of Evaluation, UCLAJoseph Novak, Cornell University
The goal of this symposium is to discuss the processes and effects ofusing concept mapping as a tool to assess studcnts' structures ofscientific knowledge. Two papers describe different aspects of astudy which was part of the performance assessment of high schoolstudents' knowledge and understanding of science in Connecticut.The first describes the theoretical underpinnings and the developmentof the assessment , describing the rolets of teachers, scientists andscience educators. The second desc bes the theoretical frameworkfor the analysis and scoring of studei,Is' written responses by creatingconcept maps, followed by several examples of experts' andstudents' responses. The third paper describes the usc of conceptmapping as a tool for classroom teachers to assess their students'learning and provide information useful for improving theinstructional program. The first reactor will share the perspective ofthe ConSAT approach developed in 1974 at LRDC. The secondreactor will share the perspective of using a computer-based approachfor students to generate their concept maps. The third reactor, andsymposium chair, will react from the perspective of a leadingcontributor to the use of concept maps with a focus on theirapplication in assessing students' knowledge structures.
Contributed Papers: Life SciencesB3-4
CONCEPTIONS OF NA'l URAL SELECTION: A SNAPSIIOT )1:TIIE SENSE-MAKING PROCESSJohn Sefflage, Technical Education Research Centers
An interpretive analysis was conducted on high school students'conceptions of natural selection. The students who were the subjectsof this study were participants in a national field test of an evolutcurriculum. Written responses to two essay questions each on apret.st and posttest were evaluated to determine whether or not thestudents made progress toward inure scientifically acceptableexplanations of the evolutionary process. Comparisons of theresponse categories between the pretest and posttest indicated that tieI
students had made noticeable changes in their understandings ofnatural selection. These changes, although not always conlmming toscientifically acceptable explanations, were more accurateapproximations on the posttest than on the pretest. These finding arcevidence against claims that the learning of evolutionary concepts Nbeyond the cognitive abilities of most secondary school students.
HOW DOES BIOLOGICAL KNOWLEDGE GROW?: A STUDY OFLIFE SCIENTISTS' RESEARCH PRACTICES USING LAUDAN'STRIADIC NETWORK MODEL.
Eleanor Abrams and James H. Wandersee,Louisiana State University
In his influential book entitled Restructuring
and_Their_llexela.pment (1990), Richard A.Duschl presents an equipoised triadic model ofthe growth of scientific knowledge which is basedupon the work of philosopher Larry Laudan (1984).The purpose of this study was to test that modelby interviewing 10 accomplished life scienceresearchers employed at a Carnegie Research IUniversity--via purposive sampling, a carefullysequenced model-based interview schedule,face-to-face questioning, and propositionalanalysis of the interview transcripts. Resultsfailed to confirm either the equipoised featureof the model or the Aim.R featureof the model, but did confirm the Theorias andthe Uathado features. A revised,research-based, graphic version of the model wasproposed for the life sciences and threeimplications of the study for science teachingwere derived.
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B3-4-3BIOLOGY TEACHERS' PERCEPTIONS OF SUBJECT MATTER STRUCTURE AND ITS
RELATIONSHIP TO CLASSROOM PRACTICE
Julie GessNewsome, University of Utah; Norman G. Lederman,
Oregon State University
Current reform efforts in biology teaching identify the need for
a synthetic treatment of Important concepts. However, little
research exists which delineates the global content
understandings of biology teachers (herein called subject matter
structures SMS) or assesses if these understandings translate
into classroom practice, The purpose of this investigation was to
determine the nature of biology teachers' SMS's and the
relationship of these structures to classroom practice. Case
studies of five biology teachers were constructed through
interviews, classroom observations, and analysis of instructional
materials. Teachers were observed 15 times during their first
semester of biology teaching. The data were qualitatively
analyzed to determine the exhibited SMS of the teacher as
elucidated from the classroom context. This SMS was compared to
SMS's provided by the teachers in postobservation interviews and
to the SMS generated from the text. In general, teachers' SMS's
were fragmented, indicating the absence of a coherent SMS which
could be used to integrate biological concepts during classroom
instruction. Subconscious translation of SMS ircluded course
scope and sequence, and the selection of textbooks. Mediating
variables between teachers' SMS's and classroom practice included
IS THE ABILITY TO USE CONCEPTUAL CHANGEPEDAGOGY A FUNCTION OF PERSONAL EXPERIENCE?René T. Stofflett, Northern Illinois University
This study examined the question of whetherconceptual change content instruction canfacilitate conceptual change pedagogical learning.Elementary teacher candidates (n = 27) enrolled in2 sections of a science methods course receivedeither traditional or conceptual change contentinstruction, followed by instruction aboutconceptual change pedagogy. Subjects were pre- andpost- interviewed about their content andpedagogical knowledge and wrote conceptual changelessons which were analyzed. 12 subgroup subjectswere selected and videotaped. The videotapes wereanalyzed for use of conceptual change strategies.The conceptual change subjects made significantlylarger gains in their content knowledge than thetraditional group, gave qualitatvely strongerresponses on the pedagogical post-test and usedconceptual change strategies more consistently intheir practice. Individual differences effectingresults within the groups related to whethersubjects had taken more science than was required,role models present (positive and negative) and useof classroom management. These results suggestedthat the pedagogy used in science content coursescan effect how well teacher candidates understandand are able to use conceptual change pedagogy.Recommendations for science teacher education aremade.
STUDENT AUTONOMY AND CONCEPTUAL CONFLICT: USINGTHE LABORATORY TO PROMOTE CONCEPTUAL CHANGEaluan_LHeath,LooX, Norman Public Schoolsand Laura N. Rogers, University of Oklahoma
The present study was designed to test thehypothesis that students who select andscientifically test their own conceptions willresolve alternate conceptions relevant to thenature of that experiment. Thus,a student'salternate conception should be more pliable tochange when he has chosen to investigate thevalidity of that conception than when the teacheror another student has selected the concept to beexamined. The study involved students enrolled inthree ninth grade physical science classes. The
students were asked to generate and test twohypotheses concerning flotation. Conceptualprogress was assessed by concept maps made by thestudents at three points (pre, mid, and post) in
the investigation. Only 20 of the 63 studentscompleted the three sets of concept maps.Examination of the data indicated that studentstended (a) to maintain alternate conceptions theyhad not investigated and (b) to dispel those theyhad investigated.
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CLASSROOM CONCEPTUAL ECOLOGIES: CONTRASTINGDISCOURSE IN CONCEPTUAL CHANGE INSTRUCTION.N. Richard Thorley, University of Rochester
A framework for analyzing classroom discourse, based on theConceptual Change Model (CCM), has recently been developed.Cateeories reflectine the Conceptual Ecoloey guide analyses of therepresentational modes, plausibility, fruitfulness of conceptions.Discourse samples from three high school physics classes studyingmechanics and one seventh grade life science class studying photo-synthesis were analyzed. Although all classrooms had a conceptualchange orientation, they showed significant differences on several keydimensions. Among these dimensions were: the extent to which studentspublicly expressed and evaluated their own conceptions; the tendency tofocus on conceptions versus phenomena; the use of analogies, both torepresent conceptions and to support their plausibility; and the tendencyto emphasize verbally expressed principles versus laboratory data inevaluating the plausibility of conceptions. These results confirmed thepower of the CCM-based analytical framework to provide useful insiehts,for both teachers and researchers, into the content of the discourse in theclassrooms. It is argued that tbr both psychological and curricularreasons, it would be desirable to strive for instruction which is morebalanced across the dimensions represented by the categories in theanalytical framework, and by implication across the features of theConceptual Ecology.
USING INSTRUCTIONAL STRATEGIES FORCONCEPTUAL CHANGERebeeca Pollard, Texas A&M University
Teaching the concepts of science rather than facts reflects thechanges in the demands of society on science education. Tofulfill that challenge, science educators must use instructionthat produces conceptual change through knowledgereconstruction. However, knowledge that has beenrestructured by the individual learner may not accuratelyreflect accepted scientific information. These inaccuracies,popularly termed misconceptions, are part of the learner'sprior knowledge and have been characterized as difficult todispel. General categories of misconceptions are depicted asthose due to oscillation of real and naive science, Type NI, andthose due to faulty integration of information with priorknowledge, Type I. A 2 X 5 X 9 repeated measures design usedthe Karp lus Learning Cycle as the basis for a control andtreatment model. Data was collected at five points during thelearning cycle to depict student's conceptual understanding.Further, nine types of conceptual change paths were defined andtabulated in order to characterize misconceptions influenced bythe treatment. Preliminary findings suggest significantdifferences of the treatment over the control at some measureswith the majority of misconception paths involving type I
Pamela S. Carroll and Alejandro J. Gallard, FloridaState University
B3-6-1
In scidnce classrooms, students are expected to learn
to use symbols that represent a wide range of objects
and processes. It is a mistake to equate Hispanic
students inability to use English fluently with an inability to think and construct menaings. Consideration
of classroom discourse From the perspectives of limitedEnglish proficient Hispanic students and their scienceteachers can lead teachers toward a fuller understanding of the role of language in the constructionof scientific understanding. Interpretive methodswere used to gather data and included the use of video
cameras, field notes, interviews of students and
teac6ers, and classroom observations.
This study provides science teachers with ways tothink of linguistic issues that affect a science class
room in nontraditional ways. Specifically we pro
vide teachers a point of reference and entry for consideration of the notion of language and how limitedEnglish proficient students use (or are unable touse) language to make sense of what is being taught.
TEACHING COGNITIVE STRATEGIES TO SCIENCE STUDENTS.
William G. Holliday, University of Maryland
This theoretical paper on teaching cognitive strategiescomprehensively elaborates on four interactive data-basedmodels successfully used mostly by reading researchers intheir development of school strategy programs designed tohelp students monitor and foster comprehension andproblem-solving in school contexts. This paper is the finalrcport of a three-year effort to integrate, clarify and applya massive amount of theoretical and empirical work onteaching cognitive strategies to research efforts in scienceteaching. To date, strategy research work integratingcognitive, metacognitive, motivational and social models hasnot appeared in science teaching research publications.Perhaps this reported strategy research can provide a basesfor future research and development programs underrealistic classroom conditions leading to increased schoolachievement in science resulting in improved problemsolving strategies and conceptual changes. What dosuccessful cognitive strategy programs look like? Theytypically teach all the components of empirical-basedinstruction (i.e., cognitive and metacognitive strategies,motivation, knowledge, and social interactions) using direct,explicit methods. This line of research suggests that toencourage students to think strategically and work together,teachers need to emphasize the link between strategy useand competent performance.
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TEACHING READING THROUGH IN-DEPTH SCIENCEINSTRUCTION: EXPANSION OF A CURRICULUMINTEGRAIION MODEL TO AT-RISK STUDENTS INGRADES 4 AND 5.Nancy R. Romance, Florida Atlantic University andTic-hae-1-17.-Vitale; East Carolina UniversityThis study applied a curriculum integration strat-egy focusing upon in-depth science instructionpreviously iThown to be effective with average andabove-average grade 4 students (Romance & Vitale,in press) to address achievement and affectivedeficiencies of at-risk students. The 5 monthstrategy- replaced traditional reading instructionwith a 2 hour time-block focusing on science con-rapt. instruction in conjunction with content. area
ading skills. Paralleling findings for averageabove students, standardized test results
kowed that the experimental at-risk students dis-.ayed significantly greater (1.26 GE) MAT-Sci-
,1 Ice growth in science than controls, with older;rade 5) students also achieving significantly'eater (.51 GE) ITBS reading growth. In addi-
I Ion, the science-based curriculum strategy had amgnificant. affective influence upon the learningtt-titudes and self-confidence of the at-risk stu-:fonts, referencing both in-school and out-of-school learning activities in science and read-! lig. The curricular and policy implications ofI he findings for how science and reading can be
ught best. at upper elementary school levels are.hscussed in terms of an underlying rationale that
te structure of science concepts provides an el-:ctive context. for students mastery of applied:ading
CONTEXT-RELATED CHARACTERISTICS OFEXPERT SCIENCE TEACHINGDennis W. Sunal, Judith a. Burry, Kathleen Boland, Universityof Alabama and Mark Jeness, Western Michigan University
Analysis of science teaching involving the extensive use ofqualitative data was undertaken in the first year of a three yearproject. The goal was to identify excellent science teachingcharacteristics in grades four through eight. During Year I, 46teachers were investigated from seven different states. Theywere nominated and selected through an extensive searchprocess as excellent science teachers. Data collection meth-ods included interviews, classroom observations, measure-ment scales, a questionnaire, and student outcome data. Theresults of qualitative and quantitative data analysis coupledwith findings from an ongoing literature review were used todevelop a composite categorical description(s) of excellent sci-ence teachers as facilitator of the learning process. A ratingprotocol was imposed on the student responses to theopenended questions about their science lesson to determineconfidence in the categorical descriptions. The first year re-sults support the belief that excellent science teachers are en-gaging their students in activities that promote the developmentof accurate scientific conceptions. Through additional develop-ment, the composite will be incorporated into an evaluationmodel with accompanying assessment instruments.
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Contributednapers: AssessmentB3-7
B3-7-1
RELIABILITY AND VALIDITY OF A SELF-REPOR1ING TOOL
FOR SCREENING CANDIDATES FOR SCIENCE ENRICHMENT
PROGRAMSGeorge E. O'Brien, Florida International Univ.
Evidence for reliability and validity of
Learning, Motivation, Creativity, and Leadership
subscales of a Scale for Rating Behavioral
Characteristics of Superior Students as self-
reporting instruments was obtained from 121
students in Grades 10 to 12 and 77 of their
teachers. Determination of validity of the four
subscales was based on comparisons of self-report
testing and subjects' scores on the California
Psychological Inventory. Analyses support the
Leadership subscale to have potential as a re-
liable and valid self-reporting tool, in
screening candidates for science enrichment
programs, but data do not support such use of the
other three.
INTERACTIVE VIDEODISC AS A TOOL FOR ASSESSING B3-7-2SCIENCE TEACHERS' KNOWLEDGE OF SAFETY REGULATIONS
IN SCHOOLS LABSMichal S. Lomask, Larry Jacobson and Laurin P.
Hafner, Connecticut State Department of Education.
An interactive videodisc program which simulates atypical lab activity in a secondary school sciencecourse was developed and used to assess beginningscience teachers' knowledge of safety management.Science education students, science majors andcurrently practicing teachers served as subjects in
this assessment. Subjects were asked to assume therole of the lab teacher in this simulation. They
were asked to identify safety violations that werecommitted during the simulated activity ard asked
to suggest preventive or corrective measures.Reliability of the IVD as an assessment instrument
was determined through its internal consistency andthrough the level of inter-rater agreement on the
quality of candidates' responses. The validity ofthis new assessment was studied with a known groups
and concurrent criterion model. Issues related to
IVD technology, assessment and science teachers'knowledge will be discussed in this paper.
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ALlERNATIVE ASSESSMENT OF HIGH SCHOOL LABORATOWiSKILLS
RocInej_L. Do_ran, Joan Boorman, Fred Chan andNick Hejaily, SONY Buffalo
The purpose of this study was to develop andvalidate instruments that will assess thelaboratory skills of students completing the highschool science course. In each of the scienceareas (biology, chemistry and physics), tests weredeveloped as six laboratory tasks. Each test useda two part format with a total time of 80 minutes.Students had to plan an investigation, collect andorganize appropriate data, and formulate conclu-sions based on calculations and graphs. Over1000 students from 35 Ohio schools formed the sam-ple for this study. Data is presented by skill,by task and by school, in addition, analysis forgender and school effets is included. Commentsfrom the science teacher at the schools testedwill be summarized. lhese comments are criticalfor determining the useability of these laboratorypractical tests.
ASSESSMENT 1-(ik SOCIAL CONSTRUMVISTTEACHING: A PHILOSOPHICAL ANALYSIS.George E. Glasson and Rosary V. Lalik, Virginia PolytechnicInstitute and State University
The purpose of this philosophical analysis is to contribute to theemerging dialogue about alternative assessment practices in thescience education community. In particular, we will focus onrelationships between assessment practices and socialconstructivist epistemology. Social constructivists viewlearners as culturally situated active agents who create tentativeand evolutionary understandings from their actions in theworld. From this perspective, assessment systems cannot bebased solely on acquisition of scientific knowledge, but insteadshould focus on examining students' understandings whileattending to larger concerns about the purposes of educationwithin a democratic and pluralistic society.
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26
General Session 2B4-1
EXPLORING A MULTIMEDIA CASE OF THE TEACHING ANDLEARNING OF PROBABILITY: LINKING RESEARCH ONTEACHING WITH TEACHER EDUCATIONDeborah Loewenberg Ball, Michigan State University
This session will explore new ways of structuring the relationship betweenresearch on teaching and teacher education, focusing on both content andapproach. The presentation will be grounded in a multimedia case of teachingand learning probability in a third grade classroom. Participants will investigatethe case together, examining a number of questions that it raises about the kindof teaching called for in the current reforms. We will focus in particular on theinterplay of content and pedagogy, and on the demands entailed in creating thiskind of teaching in a real classroom. Drawing on our own inquiry within thiscase, we will then use it as a site for exploring an alternative approach to thestudy of teaching and consequent ramifications for teacher education. Theapproach we will explore in this session suggests that we could engage teachereducation students and teachers in materials and methods of research, giving thedirect access to problems of practice in teaching for understanding, and helpingthem to develop resources for constnicting this kind of teaching on a day-to-daybasis with actual .tudents.
DEVELOPMENT AND EVALUATION OF RESEARCH-BASEDMATERIALS FOR TEACHING PHOTOSYNTHESIS FORSENIOR HIGH SCHOOL STUDENTSRuth Amir and Pinchas Tamir, The Hebrew University of-Jerusalem
The study was conducted in tree phases: A. Pre-planningevaluation in which students' misconceptions aboutphotosynthesis, teaching practices and currently used learningmaterials were explored. B. Development of remedial materialsbased one findings in phase A (research-based materials) and C.Evaluation of these materials.Four areas of learning difficulties were identified: Basic concepts(food, energy, organic materials and autotroph), relationshipbetween photosynthesis and transpiration, relationship betweenphotosynthesis and respiration and the "limiting factor" concept.Evaluation of the materials followed a pretest-posttest design. Theeffectiveness of the treatment was further evaluated by comparingposttest results of the experimental group with those of acomparison group.
EVALUATING STUDENTS' WRITTEN LABORATORY REPORTSFOR EVIDENCE OF CONCEPTUAL AND PROCEDURALUNDERSTANDINGS IN SCIENCECarolyn Keys, University of Michigan
The purpose of this study is to develop a methodologywhich may be used to evaluate students' writtenlaboratory reports for procedural and conceptualunderstandings of laboratory activities. Questioningguidelines were distributed to eighth grade physical sciencestudents prior to their writing laboratory reports for twoactivities on the topic, simple machines. The guidelinesencouraged the students to write more complete labreports. A random sample of reports was analyzed forknowledge of the procedures and concepts involved in theactivities. A scoring system was developed for breakingwritten statements into propositions, then evaluating eachproposition for level of understanding. The laboratoryreports were also analyzed qualitatively for studentmisinformation and alternate conceptions. The resultsindicate that analyzing writtcn laboratory reports may t'ea very effective way for teachers and researchers to gaininformation about students understanding of science.Ongoing resear....;i utilizes these techniques to investigatethe importance of writing as an instructional strategy.
B5-2a-1
B5-2a-2
11-IE CONCEPTUAL KNOWLEDGE OF BEGINNINGCHEMISTRY GRADUATE STUDENTSGeorze M. Bodner, Purdue University, and Nava Ben-Zvi,Hebrew University of Jerusalem
B5-2a-3
A. 14-item exam based on questions from the misconceptliterature was given to 132 entering chemistry graduatestudents at Purdue University over a period of three years.Results to be described in this paper show that a significantfraction of this population shared common misconceptsabout chemistry and physics held by junior- and senior-high-school students, in spite of the 400-hours of lecture and 500-hours of laboratory training in chemistry specified for anACS-approved B.S. degree in chemistry. To probe the effectof differences in the structure of the undergraduateexperience on misconcept retention, the conceptualknowledge exam was translated into Hebrew and given toentering graduate students in chemistry at Hebrew Univer-sity of Jerusalem. This paper will compare and contrastresults obtained at the two institutions.
TEACHING ELECTRICITY WITH CAPACITORS ANDCAUSAL MODELS: PRELIMINARY RESULTS FROMDIAGNOSTIC AND TUTORING STUDY DATAEXAMINING THE CASTLE PROJECTDavid E. Brown, University of Illinois
The purpose of this study is to explore the effectiveness ofthe CASTLE curriculum (Capacitor Aided System forTeaching and Learning Electricity). Using high capacitycapacitors and transient lamp lighting, students are helped toconstruct more sophisticated models of circuits. Datasources include diagnostic testing of experimental andcontrol classes at schools across the nation (n = 678students), and 5 tutoring interviews each with three students(a total of 15 sessions). Preliminary results provide groundsfor some optimism regarding the effectiveness of thematerials, both from diagnostic results in which experimentalclasses scored higher than control classes, and from studentstutored who constructed more sophisticated models as aresult of the tutoring. The interview protocol data also give aunique window on the students' learning, providing insightsabout the students reactions to the materials and conceptualmodels.
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STUDENT CONCEPTIONS OF NATURAL SELECTIONAND ITS ROLE IN EVOLUTION: A REPLICATION STUDYAND MORESherry S. Demastes, Ronald G. Good, Marshall D.Sundberg, and Michael Dint, Louisiana State University
Having a scientific knowledge of evolution Is essential to anunderstanding of biology. However, students approachevolution with both prior conceptions and a wellestablished belief structure. For these reasons, evolutionshould have a major role in conceptual change research.This study is a replication of a study by Bishop andAnderson (1990) which described students conceptions ofnatural selection, designed instructional materials directedtoward those conceptions, and assessed the effects ofinstruction using these materials on both students'conceptions and belief structures. The purpose of thisstudy is to establish the generalizability of the previousfindings as well as introduce variables which willstrengthen the experimental design. These variablesinclude (a) the use of treatment groups, (b) a largernumber of participating students, (c) the use of theinstructors not directly involved in the research, and (d) alarger role for qualitative data in the descriptions ofstudents conceptions.
USING CONCEPT MAPS TO EXAMINE CHANGES INNINTH-GRADE STUDENTS' UNDERSTANDING OFSIMPLE MACHINES.Laura N. Rogers, University of Oklahomaand Susan L. Westbrook, Norman Public Schools
The purpose of this study was to examine theutility of implementing concept maps in a
laboratory intensive curriculum. Students inninth-grade physical science classes constructedmaps before, during, and after instruction in atnree-investigation unit on simple machines.Maps were scored according to Novak & Gowin(1984) and also evaluated with criteria specificto a laboratory-oriented curriculum. Dataanalyses indicate that concept maps aresensitive to specific shifts in studentunderstanding occurring throughout instruction.The results of this study suggest thatinterpretation of concept maps is subject to thetheoretical framework of the researcher.
B5-2a-5
B5-2a-6
30
THE RETENTION OF MEANINGFUL UNDERSTANDING OFMEIOSIS AND GENETICSAnn Liberatore Cavallo, University of Oklahoma
This study investigated the retention of meaningful understanding ofthe biological topics of meiosis, the Punnett square method and therelations between these two topics. Thls study also explored thepredictive influence of students' general tendency to learnmeaningfully or by rote (meaningful learning orientation), priorknowledge of meiosis, instructional treatment (students told relationsbetween concepts, students asked to construct relationsthemselves) and all interactions of these variables on the retentionof meaningful understanding of the topics. A 50-item Likertinstrument taken by the students and teacher ratings of theirstudents' approach to learning (meaningful, rote) were used incombination as a measure of students' meaningful learningorientation. The mental model technique (Cavallo, 1991; Mosenthal& Kirsch, 1991) was used to assess students' meaningful-level androte-level understandings of the topics. Students were given a pre-test mental model on meiosis (prior knowledge variable) and wererandomly assigned to the two instructional treatments. Immediatelyfollowing the instructional treatments, students were given a mentalmodel test on melosis, the Punnett square method and on therelations between these two topics. After four weeks, the studentswere again given the three-part mental model test. Results ofcorrelations and multiple stepwise regressions are reported.
PUPILS T UNDERSTANDINGS OF ATOMIC STRUCTURE AND TI1EINTERACTIVE USE OF ANALOGYM.Teresa Oliveira and A.Francisco Cachapuz, New University of'.isbun and Aveiro University
Recent research indicates that interactive methods of exploringanalogies may help pupils to promote conceptual change. However,analogies are often used in science teaching in a traditional way,e.g., pupils are not requested to critically analyse the nature ofthe features being compared. In this paper we describe how aDiagnostic Analogical Worksheet (DAW) Was explored by chemistryteachers to probe knowledge of 104 Portuguese pupils (0th grade)about elementary atomic structure (planetary system as the analogdomain). DAW was designed to help pupils to analyse both simi-larities and difference.: between the analog and the target domain.Qualitative analysis of pupils' answers suggests: several mis-conceptions (e.g. "the sun is yellow but the atom is black");focus on attributes rather than in relationships; lack of asuitable knor.ledge of the analog domain; non-relevant featuresbeing selected. lhese results are consstent with previousresearch. Relevant aspects were explored in subsquent lessons(small groups/whole class discussions). Teachers reported thatthe method exceeded their expectations. Implications for scienceteaching and teacher training are discussed.
B5-2a-7
B5-2a-8
PEsi tiird; .t.
31
STUDENTS' MEMNGFUL UNDERSTANDINGS OF SCIENCECONCEPTS
B5-2a-9Ann Liberatore Cavallo and Melanie A ReapUnNemity of Oklanoma
The purpose of this investigation was to reveal, describe andassess rote-level and meaningful-level understandings studentsattained as they progressed through the learning of newconcepts. This study used an assessment technique used inprevious research (Cavallo, 1991; Mosenthal & Kirsch, 1991)called, "mental modeling" to ascertain the nature (meaningful,rote) of the understandings students acquired. This researchalso explored factors which may be related with students'acquisition of conceptually inter-related, meaningfulunderstandings, specifically: 1) meaningful learning orientation,2) prior know/edge 3) logical thinking ability 4) achievementmotivation, and 5) locus of control orientation. The goal of thlsresearch was to attain a better understanding of how studentsmay formulate inter-related, meaningful understandings ofscience concepts.
THE VALIDATION OF MISCONCEPTIONSINVOLVING MAGNETS
B5-2a-10Gllhert Twiest, Clara()n UniversityMeghan Twiest, Indiana University of PA
Students of all levels have sciencemisconceptions. Numerous studies haveillustrated these misconceptions aboutvarious conceptual areas. It has beenestablished via interview and surveythat these misconceptions exist and affectstudents' further learning. Also, thesemisconceptions exist, to some extent, atall age levels and across variousuniversity majors, includincj science.The investigators of this study developedan instrument to examine student miscon-ceptions in the area of magnetism. Datacompiled from the survey has been used inproducing the final instrument. Thisstudy is still in progress as moreinformation about student misconceptionsinvolving magnets is revealed. Resultsof a final administration will be analyzedand reported.
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HANDS-ON TEACHING STRATEGIES' EFFECT ON EARTH-SUN-MOON CONCEPTIONS HELD BY PRESERVICE ELEMENTARY B5-2a-11TEACHERSPriscilla L. Callison, University of Missouri-Columbia and Emmett L. Wright, Kansas Stat2University.
The purpose of this study was to examine the effectof hands-on teaching strategies on preserviceelementary teachers' conceptions about earth-sun-moon relationships. The strategies were designed torange from concrete to abstract and from internal toexternal viewer perspective. Eighty preservice ele-mentary teachers at a large midwestern universityenrolled in an elementary science methods courseduring the Fall of 1990 were the subjects. The re-searcher used the course's four laboratory sectionsas the basis for intact groups and treatment admin-istration. Pre, post, and retention measures arebeing analyzed for any significant difference amongthe strategies using an analysis of convariance.Interviews of randomly selected subjects were con-ducted to gather further insight into conceptualdevelopment or change.
CHARACTERISTICS OF THE SUCCESSFUL NOVICE B5-2b.1PROBLEM SOLVER: IMPLICATIONS FOR THEORYAND INSTRUCTIONMike U. Smith, Mercer Univ. School of Medicine
The videotaped records of five successful novice college studentsubjects solving a group of seven genetics problems were ana-lyzed for differences and similarities between these subjects andeight other novices and nine (successful) experts. This qualita-tive analysis suggests that the critical characteristics ofsuccessful novice problem solvers include their:
approach to learning (their tendency to recognize theimportance of acquiring and understanding the contentand typical content-specific procedures);approach to problem solving as a task of reasoning ;metacognitive awareness of the process of problem solving;ability to use logical argument to develop knowledge fromthe problem statement;attention to detail and to checking their solutions andsolution paths: andpositive attitude toward problem solving and towardthemselves as problem solvers.
These findings imply that genetics instruction should focus on:encouraging students to view genetics as requiringunderstanding, not merely memorization;understanding genetic content and procedures and devel-oping skill in their use;developing conducive general problem solving skills, facilityat logical argument within the content, and metacognition;developing of positive attitudes and self images.
ASSESSING STUDENTS' ABILITIES TO CONSTRUCT'AND INTERPRET GRAPHS: DISPARITIES BETWEENMULTIPLE CHOICE AND FREE RESPONSEINSTRUMENTSCraig A, Berg, The University of Wisconsin-Milwaukee
Does the methodology used to assess graphing abilities affectthe validity of research on graphing? What can be learned
bout students' graphing abilities when students draw theirown graphs instead of assessing via a multiple-choiceinstrument. 1800 sub cts from an urban/suburban area tookpart in the study including 50% male 50% female, subjectsfrom grades 7-12, subjects from high, medium and low abilitygroups, and subjects from both public and private schools.The results of this study indicated: a significant differencebetween the frequency and types of graphs drawn by thesubjects compared to the graphs chosen by the subjects;multiple choice "distractors" influenced the subjects to choosea particular answer as much as ten times the amount thatsubjects actually drew a similar response; younger studentsand low-average ability subjects were affected differently bythe multiple choice instrument when compared to the olderstudents or high ability level students. It seems that multiplechoice instruments do not give us a true picture of whatstudents can/will actually do regarding graphing abilities.
B5-2b-2
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B5-2b-3
A DESCRIPTIVE STUDY OF TEACHERS ATTAINING HIGH LEVELSOF INQUIRY AMONG STUDENTSKaren K. Lind and Kenneth E. Duckworth, University ofLouisville
The purpose of this study was to apply and extend anexpectancy-based model of motivation in science.Analyses of results from previous research by theauthors, funded by the National Science Foundation,suggest that all students are not experiencing thesame motivation in science. Qualitative researchmethodology was used in this study to further developa model of teaching and learning variables that affectmotivation, Teachers attaining high levels of inquiryamong students in the previous research wereidentified and the existing qualitative data collectedwere analyzed. In addition, case study researchmethodology was utilized to determine factors thatmight explain the significant gains on the inquiryindices. In particular, teaching practices amongAfrican-American students were examined.
STUDENT QUESTIONING IN A COGNITIVE APPROACH B5-2b-4TO INSTRUCTIONEmily van Zee and Vicka Corey, University of WashingtonJames Minstrell, Dorothy Simoson, and Virginia SimpsonMercer Island High School
This paper reports upon an on-going investigation ofquestioning processes in a cognitive approach to physicsinstruction. In this descriptive study, we examine three contextsfor student questions: laboratory experiences, class discussions,and student conversations in smalJ groups. Data sourcesinclude audio- and video-tapes of classroom activities,interviews with students and teachers, journal entries, andcopies of class handouts and student written work. We aredocumenting laboratory experiences based upon specificquestions generated by the students and guided by a generalframework supplied by the teacher. We also are analyzing waysin which teacher comments and questions influence studentthinking during class discussions. In particular, we are analyzingthe nature of teacher utterances that precede student questions.In addition, we are examining questions during conversationswithin small groups and in collaboratory exchanges amonggroups of students who are comparing results.
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THE ROLE OF REASONING AND CULTURE IN INQUIRY B5-2b-5SCIENCE PERFORMANCE FOR YOUNG STUDENTS.Murphy. Nancy, University of Alaska Fairbanks
A study by Lawson and Gibbs is replicated to verify orrefute suggestions that physical, neural, developmentalconsiderations govern cognitive stage advancement.The methods are expanded to provide additionalfeedback about cultural influences on logicalreasoning patterns, logical-reasoning strategiesinherent in effective experimental design, and thevalidity of teacher perceptions of students' abilities inlogical reasoning. A series of logical-reasoning tasksare presented to 140 children ages five to nine from 3discrete student populations in Alaska which range intheir exposure to western thought and expectations.Unsuccessful performance on tasks will be followed- byinterviews and task modi fication to reflect experientialfamiliarity. This research in progress will informstage theory in cognitive development, provide culturalconsiderations for cognitive psychological research,and inform agendas for inquiry science strategies withmulticultural/rnulti-aged student populations.
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Paper Set: Science AttitudesB5-2c
ELEMENTARY TEACHER AND STUDENT ATTITUDETOWARD SCIENCE(Paper set) Jane Butler Kahle, Bruce E. PerLy, Loonie
And itnita 12.(N(thouuhury. .The purpose of the cross-national studies, fo be presented in thissession, was to elucidate elementary school teachers' and students'perceptions of science content, to assess any change in their attitudesdue to participation in one of three different interventionworkshops, and to investigate the roots of those attitudes inprospective teachers. All analyses probed for gender-relateddifferences, both in teacher attitudes and behaviors toward girls andboys and in children's confidence and interest in being scientists.Follow-up interviews conducted in the U. S. study indicated that theteachers believed that boys and girls could perform equally well inscience but science itself was a more appropriate career choice formen than for women. Preservice elementary teachers' views wereexamined as precursors of their future attitudes. The data revealedminimal effectiveness of university science courses for themodification of student perceptions related to science laboratories.
THE TUTORIAL SOFTWARE "THE SYNAPSE " FOR 10TH GRADEBIOLOGY STUDENTS - DESCRIPTION AND EVALUATIONJehuda Huppert ,Oranim-Haifa UniversityReuven Lazarowitz, Technion Haifa
A software called "The Synapse " was developed andimplemented in 10th grade biology curriculum.Thebiology contents include the structure of a neuron,a synapse junction and the effects of differentpoisons which can inhibit the action of the impulspassage in the synapse. The software presents thebiological structure and the physiological processthrough graphics, animation and short writtenexplenations. Students were able to check themselveswith a self-assessment teSt.The pilot study lasted8 periods in a sequence of classroom-laboratoryactivities. The study was carried out in order toidentifY the issues regarding the implementation ofa tutorial software in an existing curriculum andteachers' and students' behavior and needs. In ourpresentation we shall relate to the biologicalcontent,to the logistic problems of implementationand we will present a short.naturalistic evaluaticin.
BELIEFS OF K-12 SCIENCE TEACHERS ABOUT SCIENCETEACHING AND THE USES OF COMPUTINGTECHNOLOGIESPatricia E. Simmons, Randy McGinnis, Mary Atwater, LarryHatfield, John Olive, and Anita Hunt, University of Georgia
The objective of this study was to gather information about the beliefsof K-12 teachers toward the use of computing technologies ininstruction and toward science teaching. The Survey of Usages ofComputing Technologies in Science and Mathematics Teaching wasdesigned and administered to 122 elementary and 30 secondaryteachers. Secondary teachers believed that the most importantteaching activities included having students ask questions about themeaning of science concepts, providing opportunities for students todevelop their own explorations in science, and applying scientificmethods to problem-solving and to real world problems. More thanhalf of the secondary teachers indicated that they never usedcomputers to solve problems or to gather and analyze data. Theelementary teachers believed that the most important teachingactivities included having students ask questions about the meaningof science concepts, teaching science through exploration,encouraging students to develop their own explorations in science,and applying scientific methods to problem-solving and to real worldproblems. More than sixty percent of elementary teachers felt that theuse of computers in their classrooms would improve scienceinstruction, would help develop science concepts, would help studentsvisualize science concepts, and would help improve students' attitudestoward science.
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RELATIONSHIPS BETWEEN SCIENCE MUSEUMS AND B5-3a-3SCHOOLS. REVIEW OF THE LITERATURE.Isabel Chagas, Boston University
This paper focuses on research literature withrespect to the different modalities of scienceMuseums, their implications for science education,and the possible relationships between theseinstitutions and schools. Globally, research studiesreveal that visitation to museums stimulate studentinterest in science and increase their enthusiasmfor learning more about science. Science centershave accumulated resources that, in general, are notpart of the school's inventory, and they havehuman resources that create good conditions for thecreation of innovative programs with implicationsin the science curriculum. This review providesbasic information for the development of a
collaboration model between the agencies of formaleducation and science museums.
SCIENCE AND MATHEMATICS CURRICULUM RENEWALTHROUGH MICROCOMPUTER INFUSION: ANEXPERIENCED TEACHER'S PLANNING PROCESSES IN ANOVEL SITUATIONDavid F. Jackson, Lee Meadows, and Gwen Scoates,University of Georgia
This is an exploratory case study of a master science teacher'sdecision-making processes concerning curriculum andteaching when afforded an unusually open-ended opportunityfor innovation. Our primary focus is on the dynamics ofplanning for the infusion of microcomputer-based activities,particularly regarding the relative merits of differentclassroom organization structures. The informant is alsofaced, for the first time, with the additional challenges ofteaching classes composed uniformly of previously low-achieving students and of shaping an integrated science andmathematics curriculum on an ad hoc basis. The nature ofplanning for computer use can thus be compared and contrastedto the same teacher's approach to other issues. Participantobservations, audiotaped teacher journals and semi-structuredinterviews are the primary data sources for this ongoing projectconducted in three middle school (sixth grade) classes. We hopethat this session may serve as a forum for discussion of casestudy methodology and teacher-researcher relationships as wellas of the several interrelated issues in science education whichare directly addressed.
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B5-3a-5
POSTER SESSION: SCIENCE & EDUCATION - ANEW JOURNAL FOR RESEARCH ON THECONTRIBUTIONS OF HISTORY, PHILOSOPHY, ANDSOCIOLOGY OF SCIENCE AND MATHEMATICS TOSCIENCE AND MATHEMATICS EDUCATIONMichael R. Matthews, Auckland University
This session will examine the first two issues of the newjournal Science & Education: Contributions from History,Philosophy and Sociology of Science and MathematiLs.The connection of the journal to the International History,Philosophy and Science Teaching Group will beexplained, including its relation to the second conferenceof the group to be held at Queen's University, Kingston,Ontario, May 11-15, 1992. An account will be given ofrecent research in these fields, and some indication madeof areas yet to be explored. Ways in which the newjournal can better contribute to the improvement ofcollege and school science and mathematics education willbe canvassed.
THE EFFECTS OF SLIDE/SOUND COMPUTER-BASED B5-3a-6INSTRUCTION ON SCIENCE STUDENTS' ACHIEVEMENTAND RETENTION.Pierce Farragher, University of Victoria and Ron Pauline,Gannon University
Previous studies have documented the effectiveness offeedback in improving students' achievement, but few studieshave examined the effectiveness of summaries or reviews.This study examines the respective and combined effects offeedback and review on students achievement, retention, andlevel of cognitive development. A total of 85 ninth-gradestudents comprised five treatment groups which received aninteractive slide/sound computer earth science lesson on "TheHistory of the Earth". All groups received 26 self-test questionsthroughout the program. The control group received nofeedback to their responses to the self-test questions, and noreviews for each of the seven sections of the program. Onegroup received non-content feedback for the responses and noreviews, a second group received content feedback and noreviews, a third group received non-content feedback andreviews, and the fourth group received content feedback andreviews. The students were randomly assigned to one of thefive treatment groups which varied along a feedback/reviewcomplexity range. All subjects were given a 28 itemachievement test imnv liately following the computertreatment and the sal 2 achievement test one week later.
B5-3a-7TEACHERS' PERCEIVED NEEDS FOR IMPLEMENTATION OFCOMPUTER GRAPHICS AND NETWORKINGJ. Preston Prather and Glen C. Bull, University
of Virginia
Invention of moveable type enabled mass produc-tion of academic materials; but integration ofgraphics into texts was costly and difficult.Typically, texts made reference to complexconcepts but lacked illustrations to helpstudents grasp the concepts. Metanalysis ofstudies over the past 30 years documented gainsin learning produced by use of relevant illus-trations in texts. Graphics User Interface (GUI)technology for microcomputers makes possiblethe economic creation of original, illustratedinstructional materials through desktop pub-lishing. Analog-to-digital converters makesimulations available for analysis of real-world phenomena. Computer-telecommunicationsnetworks enable teachers to collaborate withpeers. However, access to technology does notguarantee its use. Many teachers need help torealize the new instructional potential avail-able to them. This project investigatedperceived needs of selected science teachersfor use of instructional technology.
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Poster Session: Teaching StrategiesB5-3b
AN EXPERIMENTAL INVESTIGATION OF COOPERATIVELEARNING AND CONCEPT MAPPING IN THE MIDDLESCHOOLDiana C. Rice, District 5 of Lexington andRichland Counties, and Joseph M. Ryan,College of Education, U. of South Carolina
Achievement differences related tocooperative group learning compared toregular individual student classroomstructure is studied for five classes(120) of seventh grade Life Science,acrk ,s five units of instruction. Unitlevel achievement is measured usingtraditional objective-format tests as wellas concepts maps scored numerically onseveral criteria. Psychometric propertiesof the instruments are examined in detailand compared. Correlates of unit levelachievement are studied and includecriterion-referenced and norm-referencedtests in various subject areas andstudents' background characteristics.Instructional differelces are tested usinga two-way split plot analysis of variance,classes as between-subjects and achievementafter each unit as within-subjects factors.Work is in progress Fall 1991.
AN ANALYSIS OF SCIENCE METHODS TEXTBOOKS DESIGNEDTO PREPARE SECONDARY SCHOOL SCIENCE TEACHERS.Philip R. Pankiewicz, SUNY College at Cortland
The purpose of this study was to evaluate the fourmost popular and current secondary science methodstextbooks to determine their effectiveness inpreparing secondary school science teachers.Evaluation was achieved by rating the textbookson a seven-item Likert scale instrument designedby the author and derived from NSTA recommendedguidelines for the preparation of secondaryschool science teachers. Three groups evaluatedthe textbooks: a group of college science andscience methods professors, an undergraduatescience methods class, and a graduate sciencemethods class. Results revealed that all fourtexts were effective in meeting most of the NSTAstandards but that they needed improvement in afew specific areas. All three evaluation groupsalso chose one of the four textbooks as beingsuperior to the others.
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"WHY DID WE SPEND ALL THIS TIME WRITING AND ARGUING IF YOU B5-3b-3ALREADY KNEW THE ANSWER?':THE ROLE OF TALING AND WRITING-TO-LEARN IN SCIENCE
Kathleen L. Peas ley, Michigan State University.
Research questions explored in this ethnographic study on the way inwhich oral and written discourse can be used as tools in learning scienceincluded; a) How do the students perceive classroom talk and wnting inscience prior to instruction? What are the norms that are alreadyestablished by the fifth grade? b) What types if activities are necessary tohelp students think about the discourse in science in different ways?How are new norms established? and c) What type of classroomcommunity and social context is necessary for teaching usMg a socialconstructivist framework which places emphasis on discourse as learningtools? How is this community established?
Results of this study, in which a university researcher taught science in afifth grade classroom while the classroom teacher took fieldnotes and ranaudio and video equipment, show that aithough both oral and writtendiscourse can be powerful tools for helping students understandscience, the existing norms for classroom talk and wilting, which aretypically for the purpose of teacher evaluation of student knowledge inscience, must change. The data indicate that these norms can only bechanged gradually and through many discussions with the students
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SFFECT OF FOUR INSTRUCTIONAL STRATEGIES UNINTEGRATED SCIENCE PROCESS SKILL ACHIEVEMENT OFPRESERVICE ELEMENTARY TEACHERS HAVING DIFFERENTCOGNITIVE DEVELOPMENT LEVELSGeorae E. O'Brien, Florida International Univ.and Jose:DP M. Peters, Univ. of West Florida
Two instructors with 7 classes and 165 students
were in this study. The purpose of the study wa
tn examine the effect of cooperative learningtechniques and instruction with MBLs on theachievement of preservice elementary teachers(with different operational levels of cognitivedevelopment) in acquiring integrated scienceprocess skills and enhancing formal thinkingabilities. All students were pre and post-teste:with two instruments: the Test of IntegratedProcess Skills (TIPS & TIPS II) and the Test ofLogical Thinking (TOLT) . Results showed thatgreater differences in the achievement on the
TIPS test occurred in the setting wherecooperative learning and MBLs were used.Students with formal and nonformal operationallevels nf development scored similar gains on the
TIPS and TOLT tests.r
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CRITICAL INCIDENTS IN THE HIGH SCHOOL LAB:THE STUDENTS' PERSPECTIVEJane 0. Larson, University of Colorado
This study attempts to relate investigations ofstudent mediation of instruction to researchers'concerns about the value of the laboratory in thehigh school science curriculum. The CriticalIncident Technique (Flanagan, 1954) is a post hocprocedure for analyzing and synthesizingdescriptions in order to isolate behaviors andconditions related to the success or failure ofperformances. Approximately one hundred high schoolstudents completed open-ended questionnaire,including anecdotal descriptions of laboratoryexperiences which they considered successful andunsuccessful. These observations have been classi-fied into pertinent behaviors and conditions relatedto success and failure of the teaching/learningprocess in the lab. The final step, formulationof critical requirements for laboratory instruction,is underway. Although the Critical IncidentTechnique does not presuppose categories of respon-ses, it is expected that final analysis will revealuseful information in the general areas of meaning-ful lab activities, characteristics of studenttasks, and effective instructional techniques.
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USING DRAMA AS A MEDIUM FOR TEACHINGSCIENCERebecca Pollard, Jo Beth Gonzales, Katherine Friedrich;Texas A&M University
Conceptual learning, in which students are encouraged to relate
presented information to prior learned knowledge and
experience has emerged as a major theme of science education
reform. A creative drama program, developed as a Space
Education Outreach project of the Space Grant Consortium, was
developed to facilitate the presentation of abstract conceptual
subject matter in a manner that is both relevant to past
experiences and concrete in nature. Through this grant, a
study was conducted to evaluate the effectiveness of drama as
a science teaching strategy. A forced choice, paper and pencil
test was developed, piloted and used as the dependent measure
to assess the knowledge of fifth graders after they received
three integrated science and drama lessons. Preliminary
findings of an ANCOVA show that drama was effectively used
as a strategy for teaching abstract-Cioncepts of science and
concepts and techniques of creative drama.
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Poster Session: Teacher Perception/KnowledgeB5-4
B5-4-1A RECURSIVE DENDROGRAPHIC METHOD OF REPRESENTINGCOGNITIVE STRUCTURE BASED ON RESPONDENT'SNARRATIVE USING SCIENCE CONTENT.Olive J. Demetrius' and 0. Roger Anderson,Columbia University Teachers College, N.Y. and'Middle School 172 Floral Park, N. Y.
A new method of representing structure ofinformation, elicited from students by interview,is presented and descriptive data are given fora range of multicultural students in an urbanmiddle school. The method is related to currentcognitive scientific theory and yields a visualmap of the flow of ideational thought, and therelational linkages made by the respondent.The map, called a recursive dendrogram, summarizesthe sequence of concepts presented by therespondent. their ordinal position in thenarrative, and their logical linkages to otherideas presented in the discourse. Quantitativesummaries can also be made of the organizationof ideas in the map and these are used tocompare results across students.
A teachers' sense of efficacy is considered to bethe "belief in their ability to have a positiveeffect on student learnini." Past research has failedto adequately consider two essential aspects of theteacher efficacy construct: efficacy among preserviceteachers and whether, in fact, teacher efficacy isdomain specific. That is, when considering thedifferent subject areas a preservice elementaryteachers will be required to teach, do they enterthe classroom demonstrating a sense of efficacystronger for one specific subject or do they holdefficacy beliefs which are of equal strength acrossall subject areas taught? The purpose of the presentstudy was to construct and validate an instrumentdesigned to address the domain-specificity ofefficacy. Results indicate the Domain SpecificTeacher Scale to be an effective instrument in themeasurement of efficacy related issues.
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THE PERCEPTIONS AND SPECIAL CONSIDERATIONS OFEXPERIENCED TEACHERS ABOUT MANAGEMENT ANDDISCIPLINE: A QUALITATIVE INVESTIGATION.Mark S. Latz, Oregon State University
The purpose of this investigation was qualitativelyinvestigate experienced science and mathematics teachers'perceptions and special considerations about classroommanagement and discipline. The sample consisted of 32experienced science and mathematics teachers that camefrom both small rural schools and large metropolitandistricts. The teachers reacted to an open endedquestiomiaire that asked them to define both classroommanagement and discipline, and to state what theyconsidered to be the most important considerations in eachof these areas. A systematic qualitative analysis of thesubjects' responses resulted in four categories for classroommanagement and two categories for discipline. Theteachers' special considerations in both of these areas werehighly variable and not conducive to the same systematicanalysis. However, there were some considerationsexpressed repeatedly by many of the subjects. Unlikeprevious studies utilizing preservice teachers, theexperienced teachers were able to make the distinctionbetween the global nature of classroom management andthe more focused character of discipline. In addition,experienced teachers desired long range outcomes for theirstudents, which was not apparent with preservice teachers.
SCIENCE EDUCATORS USE OF THE CONCEPTOF BELIEFThomas R. Koballa and J. Steve Oliver, TheUniversity of Georgia
Qualitative data collected from science educationleaders (N=15) were analyzed to determine ifshared meaning for the concept of belief existsamong current lines of science education researchthat are guided by the constructivist perspective.Telephone interviews to gather more detailedinformation from respondents are in progress.Eight categories of definitions emerged fromthe data. The categories were based on commonelements found in the respondents' individualdefinitions and emerged from the data. To somedegree the common elements reflected therespondents' professed cognitive-affectiveorientations. The respondents' statements suggestthat along with some degree of shared meaning,several different conceptions of belief existamong current lines of science education research.
STCDY OF TEAL:HER EFF!CACY,L\Ok!,ErGE OF
ADOLFSCP:TS'LMAH1CTFIRISTICS ANL ORGANInTIO\ OF SCH0015,.Ntartha S. lialden, Lai:ersit of Toledo
Thi s l uc.I is research in pr.,;ross for the LL.mpletiohdoctoral d:ssertation. I L ei ii ; denti f ix able, Ord.a ft. t the L fi...acy uf t ea, hers that. teach grades s ithiLAIgh ih UR middle ..,chLmal ol junior high
ious stud ies. have indicated that teachers' perceptionsof ity, and the abi ity of I he IL aching prk.fess;..4.in general , hax e an ef feet or: what ard hou they teach.triderst and i at. %at:I:11)1es af fret the f .caQ L.I t each, rssil I be of fhture assistance in maintaining or raisinglevels of ,ff iiaQ S ince pa.:t c:Lpt Helices ha% L. a n.a....pir
of foc t ii off aro studied. Therel at lonsh 1 p h. tweet: th, teacher's personal ef fl cao anddist i not ari al.; !es; t!.( teachers knoi, ledge of adclescentdidrar iSt ics ahd the teach.:rs' pL roL pt iuI, LIorgar.i7ational suppert ar imestigatod. Nft rt!. 1,ersunal and ;clwral cf f i on. l
Teacher Fff i racy Scale icy. Gibson (1983), t hL
teachorr- rat,,d thoir perLept ioa of saijport hi EL::: 11u .crga:,i zatienal structui e of the scl,col syst em. TheHent iiect st at ements ci ad, lescont c ist s 11,3 ing a
1 kert scalr . This dat a sill subsequehtly identifFi gni f cant iables f_.rre l at ed th the ef f icacy of DILL] leschool teaohrr
ELEMENTARY TEACHERS' PERCEPTIONS OF FACTORSINFLUENCING HIGH SCIENCE TEACHING SELF-EFFICACY.LINDA RAMEY-GASSERT, Kansas State University
Scores on the Science Teaching Efficacy Belief Instrument (STEBI-A)(Riggs,1988) gathered from 28 master teachers indicated that three of theelementary teachers were highly efficacious in the area of scienceteaching. The STEBI - A was used to assess the personalself-efficacy (PEsubscale) and the outcome expectancy beliefs (OE subscale) components ofscience teaching self-efficacy. The purpose of this study was to gaininsight as to what factors these three master teachers perceived ascontributing to their being identified as highly efficacious scienceteachers. Probing questions were generated using information fromquestionnaires and surveys administered to the entire group to identifykey factors (e.g. significant people/teachers, family, courses, meaningfulevents or experiences, interests, personality characteristics, learningstyles, etc.) which fostered their affinity for science teaching. Usingqualitative methodology, open-ended interviews with the three teachersfurther clarified relationships between their high score on the STEBI-Aand their perceptions of what facilitated their development intoefficacious science teachers. Several interesting trends were noted.Further analysis and triangulation of the interview data continues toreveal perceptions and insights which may have potential impact on teacherinservice and preservice teacher training, and possibly significant impacton formal and informal science education as a lifelong learningexperience.
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THE EVOLUTION OF PRESERVICE SCIENCE TEACHER:;'CONCERNS ABOUT TEACHINGEdward J. Zielinski and Denise Preston,Clarion University of Pennsylvania
The purpose of this study was to determinethe evolution of preserv:ce science teacheiconcerns at a traditional institution.Students were pre and postte.s.ted with avalid modified Stages of Concerns Question-naire. Mean scores were calculated and pl()i-ted. Freshman began with peak concerns inthe informational area which were nuL resol-ved that year. Sophomores began with infor-mational concerns and ended with consequenceconcerns. Juniors began with informationaland ended with consequence concerns.Science methods studenCs, with field experi-ence began with information and consequenLeconcerns and ended with lower informationand high consequence and refocusing concern-.The student teachers began with peaks at th,.
consequence and refocusing stages. Studentteaching elevated these concerns and loweredthe management concerns. Collaborationconcerns were also elevated.
Design of an Instrument to Assess ScienceTeachers' Teaching Strategy Choices.Catherine G. Yeotis and Linda Bakken,Wichita State Ur iversity
The purpose of the study was to dc,t;ign an instrument which would
assess elementary teachers' teaching strategy choices in the
teaching of science concepts. Currently, there are three major
educational approaches, relying on three different approaches on
how children learn: The 'clean slate perspective; the
'flowering seed' view; and the *interactive generator-
transformer' approach. Recent research supports the interactive
generator-transformer approach as the most conducive to effective
learning by students. The Teaching Strategy Choices
questionnaire designed specific sample teaching situations which
addressed one of the three major educational teaching strategies.
A pilot test correlating the Teaching Strategy Choices
questionnaire with a reliable and adequately validated perceived
science teaching self-efficacy survey approached a significant
relationship.
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B5-4-9AN EXPLANATORY MODEL OF STUDENT PERSISTENCE IN A PRESERVICE
SCIENCE AND MATHEMATICS TEACHER EDUCATION COURSE.
Keith B. Lucas and David F. Tulip, Queensland University of Technology. Australia.
The purpose of this study was to establish factors which distinguished 'persisters'
front 'withdrawers and to examine the manner in which selected factors influenced
students' persistence in the first semester of a preservice teacher education course for
science and mathematics teachers. Data were collected via a questionnaire designed
by the authors and previously published instruments which measured academi.: locus
of control and several dimensions of self concept. In an initial anal)sis, no consistent
gender effects were evident. Consequently, data for male and female students were
pooled. Discriminant analysis was employed resulting in a discriminant function
involving seven factors which correctly class,fted 81% of cases. Results indicated that
academi.: locus of control, expectation of academic integration. influence of family
and friends and personal aspirations are likely to he important factors in students'
decisions to persist or withdraw. A theoretical model indicating hypothesised patterns
of effects was proposed and will he tested using the LISREL 7 program. Implications
for crse administrators and academic advisers are discussed.
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CONCEPTIONS OF TEACHING SCIENCE HELD BYEXPERIENCED HIGH SCHOOL SCIENCE TEACHERSPeter W. Hewson, Perry A. Cook, and Holly Walter Kerby,University of Wisconsin-Madison
The purpose of this study was to describe the nature of theconceptions of teaching science held by a sample of experiencedhigh school biology, chemistry, and physics teachers. Fourteenhigh school science teachers were interviewed using theConceptions of Teacning Science Interview and the transcriptswere analyzed into categories of nature of science, nature oflearning and the learner, rationale for instruction, preferredinstructional strategies, and teaching science to determine theirconceptions of teaching science. The results showed that, while ingeneral individual conceptions of teaching science were internallyconsistent, there were considerable differences between teacherswith respect to the content of different analysis categories and inthe relative emphasis between categories.
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TEACHER KNOWLEDGE, CONCEPT MAPS, AND VEE DIAGRAMS:WHAT DO SCIENCE LESSONS REALLY MEAN?Patricia Kerr, University of North Dakota
This study reports on the use of concept mappingand Vee diagramming for science teaching by teach-ers of grades 4-9 during and after attending Eisen-hower summer workshops, 1991. Thirty-seven teach-ers were taught the theory supporting concept map-ping and Vee diagrams for meaningful learning, andusing their own favorite science activities, prac-ticed the processes involved in implementing theheuristics for science learning. Recognizing thatscience knowledge construction and learning sci-ence concepts are closely related, the teachersexpressed greater confidence in assuming a roleof being a science learner along with their stu-dents. Helping teachers understand the meaningsof the lessons they were already teaching byusing these strategies encouraged those who felttheir content knowledge was inadequate. Afterproposing a plan incorporating concept mappingand Vee diagrams for their fall science curri-culum, the teachers reported on the efficacy ofusing the strategies, both for them and theirstudents.
BUILDING A KNOWLEDGE/SKILL BASE BYENGAGING IN TAKING, CRITIQUING, ANDCONSTRUCTING OF ASSESSMENT ITEMS: AFEASIBILITY STUDY, L. Barnes and M.Barnes, University of North Florida
A crucial variable operating in the schoolsetting is the involvement of teachers inthe development process. Ownership andmeaningfulness are essential to thedevelopment of an idea, strategy or acurriculum. The process which begins inmethodology classes extends to requiringstudents to Pxperience and to critiquevarious assessmL:nt modes. The purpose ofthis study is examine the effects ofinvolving teachers in building their ownknowledge/skill hase with regard toassessment. The sample consists of twentystudents in elementary science methods andnineteen students in secondary on genera],science knowledge and skills. Studentsanalyze their responses and critique theinstruments to decide on the particulalkinds of knowledge and/or skill beingassessed. Profiles of the two classesinclude correlation of demographic datawith response patterns.
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A STUDY OF THE SCIENCE SKILL ACEIEVEMENT OFPRESERVICE ELEMENTARY TEACHERS. L. DeTure, and N.Escudero, Rollins College
The purpose of this study is to investigatepreservice elementary teachers' level ofperformance of science process skills usingractical laboratory assessment measures and todetermine the effects of the methods class on theacquisition of skills.Pretest and pcsz data for preservice teachers wasgathered and examined using both the'content testand the practical laboratory skills testsdeveloped for the Seccnd International ScienceStudy (SISS). The tests were adm.inistered to twograduate groups (35 Students) and twoundergraduate groups (34 students) of preserviceteachers. Cn the pretests teachers scoredsignificantly higher on the process tasks (SCA)than did comparative samples of students (55'f) ingrade 5. F:r the grade 9 levelteachers scored generally higher (6E;() than thegrade level stu:fents (.6351). Student performanceon grade 5 tasks was generally high for thepretest and there was no sionificant change cnthe post test. Cn the Grade S tasks, studentsscored significantly higher on each of thetasks.
Science Teacher Decision-Making In A MulticulturalClassroom.J. Randy McGinnis, The University of Georgia.
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The purpose of this study in progress is to invest-igate science teacher decision-making with students ofdiverse populations. A qualitative methodology isused to investigate pedagogical decision-making usedby two teachers in two multicultural classes. Adescriptive narrative of the process of pedagogicaldecision-making used by the teachers during inter-actions with various student populations is the focusof this study.
A constructivist knowledge theory will provide theframework for interpreting the decision-making processof the "abstracted curriculum." The abstracted curr-iculum is defined as a model created as a result ofparticipation in ongoing teaching and learning.Assertions constructed by the researcher will con-tributetoward the formation of strategies to moresuccessfully teach multicultural classes.
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Poster Session: Student Attitude/KnowledgeB5-5a
GENDER DIFFERENCES IN PREDICTING 10th GRADESTUDENTS' ATTITUDES TOWARD SCIENCE: RESULTSFROM THE LONGITUDINAL STUDY OF AMERICANYOUTH (LSAY)Andrew T. Lumpe, Ronald M. Krestan, Wang Jianjun,
Center for Science Education, Kansas State University
The researchers' purpose was to determine the influences of
various student, peer, and parental factors on American 10th
grade students' attitudes toward science. The subjects used
represent a national probability sample and were sorted by
gender for the stepwise regression analysis. The best
predictor of girls' positive attitudes toward science was an
Issue Interest scale (explaining 10% of the variance). The best
predictor for boys was a Science Achievement test (explaining
10% of the variance). Other predictors remaining in the
regression models for both sexes include: Peer Math and
Communication, Math Achievement, Self-Esteem, and a
Implications of Science for Society test. These remaining
variables explained an additional 14% of the variance for girls
and 19% of the variance for boys.
Chemcom in Socio-Cultural Context:Interdisciplinary Analysis of a Science-Technology- Society CurriculumWilliam S. Carlsen, Christine Cunningham and Gregory Kelly,Cornell University.
In this paper, we scrutinize a popular Science-Technology-Society curriculum using foursociocultural themes. These themes are: 1) thesociology and politics of scientific judgment, 2)
the political economy of science, 3) expertiseversus democracy in public decision-making, and 4)
the place of individual ethics in the conduct ofscience. Our curricular focus is Chem Com: ChemistryIn_the_esmmunit,y, a commercially successful andscientifically respectable S-T-S program. We reporton ongoing analysis of ChemCom in two instructionalsettings: a graduate seminar in science educationand a year-long experiment teaching Ljaa== to non-college-bound public school students. Preliminaryfindings of these projects: a) The curriculumemphasizes the sociology of political decision-making without acknowledging the sociology ofscientific decision-making; b) Politicaldeliberations in the curriculum are framed in waysthat promote the interests of the chemical industry;c) Science and technology are presented as vital andnecessary expenses, rather than as variables in apolitical economy, d) Scientific authority is givenspecial status in simulated political discourse, ande) Ethical decisions of individuals are treated onlysuperficially.
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LIFE SCIENCE STUDENTS' RESPONSES TOQUESTIONS ABOUT PLANTS: AVOIDANCESTRATEGIES IN CHILDREN.Delena TuII, University of Central Arkansas
232 life science students were asked toidentify plants seen in a set of slides. Whenthe students did not know the correctcommon name for a plant (e.g., oak) theyrelied on a variety of alternate responsetypes. The patterns of response used bystudents were examined. The patterns suggestavoidance strategies: avoidance of an abstractname, avoidance of admission of ignorance,and avoidance of being wrong. The responsesdid not result in names that would beacceptable to a science teacher, but variousstrategies had the effect of hiding thestudents' lack of knowledge and preventing a"wrong" answer. Relationships were examinedbetween the avoidance strategies andethnicity, gender, achievement test scores,and environrnental background of the student(judged by preference for indoor or outdoorplay and rural or nonrural livingenvironment).
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The Attitudinal and Cognitive Effects of Planetarium Integrationin Teaching Fourth, Fifth, and Sixth Grade StudentsDr. Mark Twiest, Indiana Oniversity of Pennsylvania
Tte purpose of this study was to investigate the attitudinaland cognitive differences among students in an astronomy curricu-lum which utilizes a planetarium in comparison to an astronomycurriculum which is presented solely in the classroom. Thespecific attitudes of interest in this study are those studentattitudes toward science in general and towards astronomy as aspecific subject area. Researcher designed attitude and astron-omy achievement measures were developed and aMministered to 423fourth, fifth and sixth grade students La three schools. Pre and
post test data were collected from students in this quasi-experi-
mental design. Two way analysis of co-variance techngues wereused to analyze the independent variables of gender and treat-
ment. Results revealed significant differences (p<.05) instudent attitudes toward astronomy in the fourth grade favoringthe experimental school students. Significant differences (p<.05) La student achievement favoring the control school students
were found in the fourth and fifth grades with respect to knowl-
edge level questions. Significant differences (p<.05) in studentachievement were found for comprehens,on level questions at every
grade level. The control school students outperformed theexperimental setting in the fourth and sixth grades. Fifth gradeexperimental setting students had significantly higher achieve-
ment on comprehension level questions.
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A REVIEW OF ATTITUDE AND BEHAVIORSTUDIES IN ENVIRONMENTAL EDUCATION:IMPLICATIONS FOR FUTURE RESEARCHBarbara S. Babineaux, Melissa Tothero,and Frank E. Crawley, The University ofTexas at Austin
The purpose of this paper is to providean updated, systematic review of studiesin environmental education dealing withattitudes and behaviors since 1983.More than 40 studies were located by anERIC search and manual searches ofrelevant journals. Studies were selectedin which an actual assessment of attitudesor behaviors was made. About 50% of thestudies were descriptive and assessedgeneral attitudes. Many studies lackedclarity and showed little awareness oruse of findings/moiels from the socio-psychological fieids. The use of proveninstruments and measures of long-termchange and locus of control/responsi-bility in a few studies was encouraging.
THE FOCUS OF FEMALES AND SCIENCERESEARCH: AN ILLUSTRATION OF BLAMINGTHE VICTIMSharon Parsons, San Jose State University
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The issue of the under representation of females in sciencehas recently received a lot of aLtention. Most of theresearch however has largely focused on explaininggender differences on standardized achievement testsand/or on environmental differences. Such researchpresents a deficiency model which views females and/ortheir environment as being c -ient. A more powerfulanalitical position might be the viewing of science itself asbeing deficient. The constructivist view of knowledgeprov ides a basis for making such an argument.Specifically, it might be helpful to draw upon a sub-sectionof the more general constructivist position, the socialconstruction of knowledge. Evelyn Fox Keller (1985)argues that not only are gender and science sociaPyconstructed but that science is sociaily constructed in amasculine image. This paper through an illustrative casestudy will examine why research has focused oncorrecting a female deficiency rather than examining thebroader issue of the nature of science.
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PREDICTING STUDENT SUCCESS ININTRODUCTORY CHEMISTRY. THE ROLES OFMOTIVATION AND PAST ACHIEVEMENT
Ii211B.C.szusga, The University of Michigan
In this study, we selected two populations of students from thenew first-year chemistry course at The University of Michigan,based on their performance after one tenn: those who consistentlyinclined and those who consistently declined on their fourexaminations. Traditional predictors for success do not correlatewith student performance in this class. Instead, the results frominterviews conducted with the Incliners and the Decliners indicatea correlation with some aspects of the Attribution Theory ofMotivation. In addition, there is an indication of a reversal in theusual gender bias in these two groups, where men areoverrepresented in the group of Decliners. A quantitativeassessment for using a Learning Strategies and MotivationQuestionnaire as a placement instrument will be discussed.
A QUANTITATIVE DESCRIPTION OF ELEMENTARYSTUDENTS' ACTIVITIES DURING PHYSICAL SCIENCELABORATORY LESSONSBambi L. Bailey and Jane Butler Kahle, Miami University, Oxford
One of three types of physical science inservice workshops,content skills, equitable pedagogy, and a combination of both waspresented to 24 fourth and fifth grade teachers ina Midwestern,urban/suburban school district in order to investigate whetherany or all of the three types of inservice workshops would resultin greater manipulation of physical science equipment by femalestudents. After surveying the teachers, it was found that topics ofelectricity and simple machines were topics that teachers leastpreferred to teach. Therefore, these topics were the content areasincluded in the fall and spring inservice workshops, respectively.One week later, teams observed the activities of students in classestaught by the participating teachers. Two observations wereconducted in the fall semester; one in the spring semester. Thepurpose of th spring semester inservice workshop andobservation was to evaluate n y longevity of differences in thefemale students' manipulative activities.
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STRESS ON THE ROLE OF EVIDENCE AS A BASIS OFKNOWLEDGE CLAIMS IN SCIENCE AND CONTROL BELIEFIN ELEMENTARY SCHOOL CHILDRENJohn Butler, University of Michigan (student)and Anchorage, Alaska School District (teacher)
The purpose of this study was to measureany gains in control belief of elementaryschool children, intention to act to resolveproblem situations and greater belief inand use of evidence as basis of knowledgeclaims in science. The 350 sixth gradestudents participated in 45 lessons overa fifteen week period in which the role ofevidence as a basis of knowledge claims inscience was emphasized by the twelveclassroom teachers. Three measurements were
used: 1. a paper and pencil pretest-posttest
2, intc -views bf students before and after and
3. ongoing objective observations. Results of
the pilot study indicate positive trends
in control bblief, intention to act and
use of evidence.
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Poster Session: Inservice Program EvaluationB5-513
ACTION PLANNING FOR EARTH SCIENCE FIELD TRIPS:REDUCING THE BARRIERSLarry Enochs, Peggy Daisey, Ron West, and Tom McCahon,Kansas State University
Action planning was used as a tool for reducing barriers toearth science field trips with 50 middle school scienceteachers, who were involved in summer institutessponsored by a National Science Foundation TeacherEnhancement grant. Action planning was defined as aprocess by which a teacher plans for a change byconsidering the context of the change. Some of the barriersincluded lack of planning time, lack of resource people forassistance, lack of funding and lack of preservicepreparation in the necessary skills. Assertions were madeabout the teachers' action plans. These assertions werevalidated through the teachers' action plans (which werewritten in the summer before their proposed field trips)and their responses to an end-of-the year survey.Overall, the teachers found that action planning reduced thebarriers to field trips, as well as empowering them toprovide students with the opportunity "to do" geology.
A NATIONAL SCIENCE FOUNDATION PRE-COLLECE TEACHERENHANCEMENT PROGRAM FOR MIDDLE/JUNIOR HIGH SCHOOLLIFE SCIENCE TEACHERS.Melissa A. Warden, Ball State University; Thomas R.Koballa, Jr., University of Georgia; and Lowell J.Bethel, University of Texas at Austin
This paper discribes the operation and in-progressevaluation of a recently completed three year programsponsored by the National Science Foundation toenhance the teaching effectiveness of less-wellprepared middle and junior high school life scienceteachers. A series of instruments designed toquantify the program's overall success revealed thatparticipants significantly improved their biologicalcontent knowledge and their attitudes towardteaching science using inductive strategies.Participant intentions to use at least 50% of theactivities and investigations developed over thecourse of the program with their own students werelater shown to correlate positively with observedbehavior. Evaluation is continuing using qualitativetechniques to assess the program's impact on themaintenance of such change in teaching behavior overtime.
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A STATEWIDE MODEL FORMIDDLE SCHOOL SCIEICICE IMPROVEMENTBurton Voss and David Kazen
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The Science Education in the Middle School (SEMS Project)was an attempt to bring together a Statewide UniversityConsortium, a State Department of Education, and MiddleSchool teachers and administrators to enhance the preparation ofout-of-date, out-of-field middle school science teachers. Toenhance the preparation of these teachers the Consortiumdeveloped a SEMS Manual consisting of teaching resources,pedagogical techniques, and science labs. Science updates wereheld for underprepared teachers, and a cadre of excellent middleschool teachers were prepared with a variety of approaches toassist the targeted teacher population. Results from mail surveysand site visits provided positive ratings for the project in termsof providing teachers with increased ability to use hands-ontechniques in teaching science, increasing teacher knowledgeabout science, and providing teachers with greater resources andscience-related contacts.
THE EFFECTS OF AN STS ISSUE INVESTIGATIONAND ACTION TRAINING SUMMER LNSTITUTE ONMIDDLE SCHOOL SCLENCE TEACHERS?atricia R. Simpson, St. Cloud State University
The purpose of this study was to determine the effects of anSTS issue investigation and action training summer instituteon 1) participation in actions taken on STS issues, 2)perceived knowledge of STS issues, 3) science processskills, and 4) science content achievement Pre and post testscores from the 24 participants were analyzed for anysignificant change. Results indicated the institute waseffective in enhancing participant's perceived STSknowledge, science process skills, science content and somecomponents of action. Additional information will bepresented from teacher evaluations and interviews conductedonce teachers had an opportunity to use information gainedin the program with their students.
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1991 NEVADA SCIENCE PROJECT: AN APPRAISAL OF ASUMMER INSTITUTE FOR NEVADA SCIENCE TEACHERS.William I. Pankratius and Richard Powell, University ofNevada, Las Vegas and Michael Robinson, University ofNevada, Reno.
The objective of this investigation was to examine the effects ofa summer program on the attitudes and teaching strategies oftwenty-five participating science teachers. The teachers tookpart in a 10 day institute during which they attended contentpresentations, took field trips, investigated current topics inscience education, engaged in concept mapping, and worked inteams in order to create activities and curricula pertaining tothe subjects under study. The teachers were surveyed as totheir beliefs on scientific literacy immediately before and afterthe program. Toward the end of the program, each participantunderwent a thirty minute structured interview conducted byan independent evaluator not associated with the project.Finally the participants were surveyed as to the effects of theprogram at three and six month intervals. Tentative findingsindicate a trend, on the part of the participants, toward usingscientific processes and the application of scientific informationcombined with a trend away from an emphasis on scientificfacts and definition,,
LONG-TERM EFFECTS OF NSF-SPONSORED SUMMER INSTfTurEsLisa McWhirter, Edmund Marek, and Ann CavalloUniversity of Oklahoma
The purpose of this study was to Investigate the long-termimplementation of laboratory based science curricula (learning cycles)as it relates to 1) student and parent reaction to the curricula, 2)administrative and peer support, 3) preparation time, and 4) diversityof teaching assignments. Month long in-service programs, funded bythe National Science Foundation, were held in the science laboratoriesof the local high school during each of the three consecutive summersfrom 1987 to 1989. Science programs which ware examined duringthe summer Institutes were titled: Investioations in Natural Science:Biology, Chemistry, Physics (1985). The summer Institutes alsoincluded the examination of the educational and scientific theoriesupon which the curricula were based. Seventy-five master teachers,twenty-We from each of the summer Institutes, were the sample forthis study. The teachers were administered pre- and post- programInstruments, as well as a follow-up instrument administered In 1991.The results of the three instruments were analyzed for significantchange and co-relationships among the variables listed above. TheImplications of the study's findings for in-service science education arediscussed.
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EVALUATION OF A UNIVERSITY/SCHOOL-BASED. SUSTAINED CONTACTINSERVICE FOR ELEMENTARY SCIENCE TEACHERS.Joseph P. Riley II. Mark Guy, Darwin Smith, University of Georgiaand Barbara Cornelius, Clarke County School System. Athens, Ga.
The purpose of this study is to evaluate the effectiveness of asustained-contact, field-based. inservice training model. Theinservice was designed to improve the physical science contentknowledge and content specific pedagogical knowledge ofparticipating elementary science teachers.The inservice format followed a sustained-contact model thatintroduced teachers to science content knowledge and pedagogy ina Summer workshop. The course instructors sustained contact withparticipants through the Fall quarter with a school based programdesigned by each of the participants. The evaluation used bothquantitative and qualitative information. Preliminary resultsindicate that the initial phase of this sustained contact programresulted in teachers acquiring knowledge of the physical scienceconcepts generally taught in the elementary grades. Followinginservice participants into the classroom seems the most straightforward way of insuring application of knowledge and strategieslearned in an inservice workshop. The results of this evaluationshould provide information for judgements as to the costs andbernefits of a sustained contact inservice format.
Report of the NSTA/AAAS/NARST Task Force for Defining aResearch Agenda in Science EducationEmmett L. Wright, Kansas State University
The Task Force has been in existence for the past two years. The majorpurposes of the Task Force are to:
1. Provide leadership through various coalitions with agencies that areconcerned with the improvement of science teaching and learning.
2. Articulate parameters for science education research.3. Summarize and disseminate the findings of science education research in
a manner that is useful for both researchers and practitioners.4. Develop effective means for the application of research to science
teaching and learning.5. Enhance quality of science teaching worldwide through research and
policy development.
The specific objectives of the Task Force Report that have been accomplishedover the past two years and steps planned for the future will be discussed.
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Contributed Papers: Student KnowledgeC2-2
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MASSED VERSUS DISTRIBUTED PRACTICE INHIGH SCHOOL PHYSICS.Michael G. Grote, University of Cincinnati and MariemontHigh School
An analysis of the effects of distributed practiceversus massed practice in the study of two topics in physicswas undertaken with 40 students in each of the two groups.Students received the same practice material but the massedpractice group received all the practice on the same day,whereas the distributed practice group received the practicegradually over a period of one month. A repeated measuresM ANOVA was used to evaluate the treatment and its inter-action with higher/lower performers in physics and withtime over a period of 6 weeks. A significant difference inachievement was found between the groups which useddistributed practice as opposed to massed practice. Theeffect size was .57 favoring the group having distributedpractice. The effect was stable with time, and the treatmentwas of benefit to both high and low achievers.
KNOWLEDGE IS NOT ALWAYS WHAT WE TAKE IT TO BE: ISSUES IN THE ASSESSMENT C2-2-2OF STUDENTS' UNDERSTANDINGS OF MOTION
Dori_Ridgeway, Columbus Public Schools
A study was made of the ways in which knowledge of mechanical motion is
affected by contextual factors such as means of depiction (ranging from
abstract to contextualized) and of the effect of sequencing of stimuli
(from abstract to contextualized or contextualized to abstract) on
students' display of knowledge. The study involved forty fifth grade
children in two urban, inner-city desegregated elementary schools.
Results indicated that in assessing conceptions of projectile motion.
23% of the students could represent their predictions through accUrate
sketches, but not provide valid explanations of their predictions.
Eighteen percent were able to provide valid explanations but inaccurate
sketches of their prediction' of projectile motion. The sequencing of
the images from abstract to contextualized heightened students' ability
to explain projectile motion whereas reversing the sequence heightened
students' ability to represent projectile motion. As the complexity of
the motion increased, the contextualized image caused more confusion
than the more abstract images. One implication of this study is that
the physical context in which a concept is assessed affects what is
assessed. The study further implies that if multiple assessment is
implemented, then care must be taken regarding the choice of depiction
media, i.e. contextualized images (unenhanced) are not always the best
choice for inforndnq students who are lear
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A QUALITATIVE STUDY OF PRESERVICE ELEMENTARYTEACHERS' DEVELOPMENTAL UNDERSTANDING OFELECTRICITY AND OPTICS CONCEPTS.Lois M. Campbelt, The Pennsylvania State University and GeraldH. Krockover, Purdue University
The purpose of this study was to observe and document thethoughts and beliefs concerning physics concepts held bypreservice elementary education students enrolled in a collegephysics course. In addition, comparative analysis was developedutilizing clinical interviews with participants from an elementaryscience education methods course. Through a qualitative studywhich utilized ethnographic methods, the researcher attemptedto develop an understanding of how preservice teachers aslearners construct an understanding of physics concepts andhow understandings are sustained over an extended period oftime (one year). It was the researcher's intent, through aphenomenological and constructivist base, to provide the readera view of preservice elementary science education and in doingso, to "tell the stories of the participants through their voices."The results of the study indicate that these participants appearedto learn best through a variety of instructional techniques beyondthe lecture method. In the final analysis of the pre- and post-interview comparisons, the participants demonstrated someconceptual changes in the understanding of physics concepts,but their constructions were still inconsistent with scientificexplanations.
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63Symposium: Epistemology
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TEACHER AND STUDENT EPISTEMOLOGIES IN SCIENCECLASSROOMS: PAST RESEARCH AND FUTURE PROSPECTSWolff-Michael Roth, Appleby College; Ken Tobin, Florida StateUniversity; James Gallagher, Michigan State University; William W.Cobern; and Anita Roychoudhury, Miami University.
The classroom is a location of complex interactions between students.teachers, curriculum, and environmental factors. These interactions arelikely to be shaped by those beliefs about the world, about knowing,and about learning which both students and teachers bring with them.To constTuct a viable understanding of these classroom processes, weneed to know more about teachers' and students' beliefs andepistemologies and how they interact during science teaching andlearning. In order to promote a discussion of future research needed toelucidate the interaction of divergent viewpoints in are classroom, thepresenters of this symposium report on (a) teachers' changing views ofscientific knowledge prompted by student difficulties in constructingscience knowledge; (b) the importance of metaphors in teachers'conceptualization of classroom contexts; (c) a comparison of biologyprofessors' and students' conceptualizations of nature; (d) physicsstudents' epistemologies and views of knowing and learning; and (e) theviews on knowing and learning science held by students with differingepistemologies in the context of a constructivist classroom.
Contributed Papers: Scientific KnowledgeC2-4
COOPERATIVE INCENTIVES AND HETEROGENEOUS ARRANGEMENT OF'c2- -1COOPERATIVE LEARNING GROUPS: EFFECTS ON ACHIEVEMENT OFELEMENTARY EDUCATION MAJORS IN AN INTRODUCTORY LIFE
SCIENCE COURSE
Scott B. WatsonDepartment of Science Education
East Carolina University
The purpose of this study was to examine the importanceof cooperative incentives and heterogeneous grouping aselements of cooperative learning. Cooperative learningmay be de(Ined as a classroom learning environment inwhich students work together in heterogeneous groupstoward completion of some task. Cooperative incentivestructures provide some type of group reward based ongroup products or individual learning. In heterogeneousgrouping, students are arranged in order to maYsimizevariety within groups. A 2 X 2 factorial design was usedin this study. The independent variables consideredincluded (I) use of cooperative incentives in learninggroups, and (2) use of heterogeneous grouping incooperative learning groups. Dependent variables forall treatment groups were scores from an instrumentdeveloped for an earlier, related study. An analysis ofcovariance (ANCOVA) was used as the data analysisprocedure. No significant differences were found betweenthe treatment groups.
C2-4-2THE CHARACTERIZATION OF SMALL INSTRUCTIONAL WORKGROUPS IN 9TH GRADE BIOLOGY.Steven R, Rogg, University of Maine and Jane B. Kahle, MiamiUniversity
The analysis of student verbal interaction within small instructionalgroups is a useful technique for the understanding of group learningprocesses. Results of this study demonstrate that environmental orcontextual group, and student characteristics modulate verbal interactionwithin the small instructional group. Furthermore, the quantity andquality of student verbal interaction can be expected to predict the extentto which students realize academic, social, and socioemotional gains as aresult of the group experience. Fortunately, the variables "student on-task engagement", ''cognition", "peer helping behavior", and "groupstructure" are readily characterized by studying student verbal interactionand the distribution of this interaction within the group. In this study,relationships were examined between these process-related variables andboth student ability and achievement. Task engagement, helpingbehavior, and group structure were found to be significantly correlatedwith ability. It follows then, that the systematic fine analysis of studentverbal interaction is a promising approach for addressing at least some ofthe pending questions about small instructional work groups. Thisstudy was designed to explore thc utility of small group interactionanalysis as both a field-based research methodology and as a classroom-based assessment procedure.
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TEACHING PHYSICS PROBLEM SOLVING THROUGHCOOPERATIVE GROUPING: DO MEN PERFORM BETTERTHAN WOMEN?Patricia Heller, University of Minnesota
This study utilized a post-testonly, no-control group design to investigate theinfluence of an instructional approach on the problem-solving performance of college men and women in alarge introductory physics course for non-majors. Theinstructional approach combined the explicit teaching ofan expert-like problem solving strategy with a supportiveenvironment in which students practiced using theprescribed strategy to solve problems in mixed-ability,cooperative groups. The practice and test problemsdesigned for the course were more difficult than moststandard textbook problems. The sample consisted of39 women and 52 men who completed both quarters ofthe course. Comparisons with other sections of thecourse indicated that the sample was representative ofstudents who normally enroll in the course. On 22problems given over the two quarters, there was nosignificant difference in the problem-solvingperformance of the men and women. The resultssuggest that high-quality educational environments canbe designed which reduce the pander gap in theproblem-solving performance of males and females.
Contributed Papers: Scientific KnowledgeC2-5
ETHICAL DITFMMAS IN SCIENCE TLACHINGDEBORAH TIPPINS, UNIVERSITY OF GEORGIA;KEN TOBIN, FLORIDA STATE UNIVERSITY; KARL HOOK,FLORIDA STATE UNIVERSITY.
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Our investigation into the ethical dfl2ensions erteaching was designed to shed light on the process bywhich a teacher generates actions intended to resolvethe many dilemmas encountered in practice. Ourresearch has focused on the attempt to identify andinterpret ethical dinensions of teacher knowledge inthe context of science teachinF. The purpose of thepresent study was to investigate the ethical dimen-sions of :';cicnco teachinr in te1n of the n:fonts,imaEps, metaphors, and beliefs of Greg, a middleschool science teacher. Our questions about thenature of ethical dilemmas were informed by a construe-tivist epistemology. Some of the questions investi-gated in the study were: what kind of ethicaldilemmas can be identified in a middle school scienceclassroom? How do these dilemmas reflect teacherknowledge? What referents does Greg use to determinewhether or not particular actions/decisions areethic:11 in the claf;sroom? How can we Lnterprol,-heiceL; 1.11;t1, invcd.0- niA,h2;11 conrilet, rrom a (:(11:ir,w-
tivist ty-r:Tective? Vir3iettes are used to iniatlateethical dilLtms rHatLd 1.0 i:;ucL; .!..-
ment, and interaction involving subjoc'., ctlt i Lits,41c'dit2
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1C1 ANALYSIS OF THE CONCEPTIONS ABOUT THE NATURE OFSCIENTIFIC KNOWLEDGE OF PORTUGUESE SECONDARY SCIENCETEACHINGA.Francisco Cachapuz and J.EZ:lix Praia, Aveiro University and156-rE6Ursity
Secondary science teachers play an important role in forming thcimage of science that is held by thcir pupils. However, researchsuggests that quite often science teachers' conceptions of thenature of scientific knowledge arc little better than of theirstudents. In Portugal, there arc no research studies which may helpto characterise science teachers' epistemologicdl views in order todesign appropriate training courses. This study aims (i) to diagnosewhat conceptions (empiricist/rationalistic) arc held by Portuguesesecondary science teachers concerning the relationship betweenthcory and observation, and about thc nature of scientific method;(ii) to analyse the relationship between such conceptions, andthe variables subject matter taught and professional experience.Basic data was generated by responses given by a representativesample of 464 science teachers to a questionn.lire (multiple choicequestions). The results showed the predominance of empiricistviews (nearly 2/3 of thc sample) about the two aspects investigated.Empiricist views seem to be independent of thc teaching subject(X2 = 4.890, o< = 0.05) and professional experience = 3.885,o<= 0.05). The need for adequate training courses is discussedand suggestions concerning their design arc proposed.
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INCREASING ELEMENTARY TEACHERS' ABILITY TOEXPLAIN EVENTS IN SCIENCE BY MAKING CAUSALRELATIONSHIPS MORE EXPLICIT IN SCIENCE TEXTRosalyn H. Gates, Indiana University of PA
This study investigated the effects of causalexplicitness in science text on the quality ofexplanations generated by readers and theirconsequent performance on transfer tasks. Sub-jects were 156 preservice elementary teachersrandomly assigned to one of four treatment condi-tions. The research design was a 2x2 factorial.The manipulated variables were causal explicitnessin a theoretical knowledge text and causal expli-citness in an applied knowledge text. Both textsexplained a science demonstration involving airpressure. Dependent measures were scores onquality of written explanations and scores ontransfer measures of explanation quality, predic-tion accuracy, and confidence rating. Resultsindicated that readers of causally explicit textgenerated significantly higher quality explana-tions than readers of text which lacked causalexplicitness. Groups did not differ on transfer.It was concluded that causal explicitness in textfacilitates readers' understanding of science.
CONSTRUCTING EXPLANATORY MODELS FOR ANOMALOUS GENETICPHENOMENA: PROBLEM SOLVING IN TI-IE 'CONTEXT OF DISCOVERY'.
/Robert S. Hafner, Western Michigan University
The purpose of this research was to examine how problem solvingin the domain Mendelian genetics proceeds in situations wheresolvers' knowledge (or mental models) are insufficient to solveproblems at hand. Such situations require solvers to use existingmodels to recognize anomalous data and to revise those models toaccommodate the data. The study was conducted in the context of anine-week high school genetics course and addressed the followingquestions: How do revised models vary with respect to objects,states and processes? Do revised models represent an increase incomplexity and realism over initial models? What is the nature ofmodel development across problem types? Six students from thecourse were selected and asked to solve computer-generatedproblems incorporating the anomalous phenomena of multiplealleles, gene interaction, pleiotropy, sex linkage, and autosomallinkage. Sources of data for analysis included: students' thinkaloud protocols, computer printouts of crosses performed, and anywritten materials produced during the problem solving process. Allsix students had success model-revising problem solving to producefinal models of increasing complexity and realism.
Contributed Papers: Elementary School TeachersC2-6
C2-6-1THE EFFECT OF ASTRONOMY TEACHING EXPERIENCE ONTHE ASTRONOMY INTEREST AND CONCEIMONS OFELEMENTARY SCHOOL TEACHERS.Linda S. Shore, Polymer Center Education Projects,
Physics Dept., Boston UniversityRobert Kilburn, Science Education Program,
School of Education, Boston University
This study employed a static group comparison design to comparethe astronomy interest and conceptions of two groups ofelementary school teachers: an experimental group teaching anextensive astronomy unit (N=12) and controls who did not teachastronomy (N=10). Previous astronomy teaching experience andlong-standing astronomy interest were confounding variablescontrolled in the study. . Astronomy interest was measured by anine-item multiple choice astronomy interest assessment.Astronomy conceptions were determined by analyzing a twelve-item multiple choice astronomy concepts survey. Non-parametricstatistics were used in the analyses. Results showed that althoughteachers who taught astronomy showed significant gains in theirastronomy interest compared to the controls, teachers in theexperimental group did not have higher total astronomy co-ceptscores. Furthermore, there were no differences between the typesof astronomy misconceptions held by the two groups. Resultssuggest that while astronomy teaching experience may increasethe astronomy interest of elementary school teachers, thisexperience does not appear to affect their astronomy conceptions.
PRESERVICE ELEMENTARY TEACHERS' BELIEFSABOUT SCIENCE TEACHING AND LEARNING ANDPERCEIVED SOURCES OF THEIR BELIEFS PRIORTO THEIR FIRST FORMAL SCIENCE TEACHINGEXPERIENCESheila_M,_Jasalavich, Syracuse University
The purpose of this study was to: elicitbeliefs about science teaching and learningheld by preservice elementary teachers priorto teaching science and probe for the sourcOt;of their beliefs. 14 participants completeda structured reflection exercise, a sequenc-ing instruction exercise, and an interviewconducted using an Interview-About-Instancesof Elementary Science Teaching task. Induc-tive analysis, triangulation of data sources,and matrix compilation of responses indicatethat preservice elementary teachers' beliefsabout science teaching and learning emphasizeinterpersonal/affective components of teaching.Coq)itive/academic dimensions are limited.The complexity and uncertainty of teachingare poorly understood. Beliefs are ofteninconsistent. Beliefs are primarily basedon prior personal learning experience. Theinfluence of pedagogy courses on initialbeliefs is minimal.
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GENDER COMPARISONS: ATTITUDES OF PRESERVICEELEMENTARY SCIENCE METHODS TEACHERS TOWARDSCIENCE AND SCIENCE TEACHINGBetty L. Bitner, Southwest Missouri StateUniversity
The purpose of this causal-comparative study was tocompare attitudes of male and female preserviceelementary science methods teachers toward scienceand science teaching. The stratified random sample(N = 80) was drawn from the population ofpreservice elementary teachers enrolled in anelementary science methods during Fall 1990, Spring1991, and Summer 1991. The sample was homogeneousin ACT and C-BASE test scores. The Science AttitudeScale for Preservice Elementary Teachers-Revisedwas administered to the population during the firstweek of classes. The independent t-tests for thetotal attitude scale, subscale for positivestatements, and subscales for negative statements'indicated no significant gender differences (2 <.01). The rationale for no gender differencesincludes the homogeneity of the sample on ACT andC-BASE tests, the hands-on approach to learningstressed in the Teacher Education Program, and theconstructivist process used in several coursesdesigned for the elementary teacher.
LEARNING TO TEACII ELEMENTARY SCIENCE:CI LANCING IMAGES, METAPHORS, AND BELIEFS.Sharon E. Nichols and Thomas NI. Dana, Florida StateUniversity; Carol Briscoe, University of West Florida
This study of prospective elementmy teachers and theirsense nicking during a science "methods" course andassociated field experiences provides InFAght into thevallie of adopting a constructivist approach to teachereducation. Results indicate that one of the keys to makingfield experiences powerful is to begin with making priorknowledge of teaching and leanting explicit in ternis ofimages, metaphors. and beliefs. Fwthermore, it waslearned that structured field experiences with exemplaryscience teachers can provide prospective teachers withopportunities to construct alternative images of teachingand learning and to evaluate the viability of their priorknowledge about classroom life, By building on whatresearch says about learning and viewing prospectiveteachers as learners of science teaching, we have foundthat field experiences. contrary to some previous research,can be a valuable component to a constructivist orientatedteacher education program.
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Contributed Papers: Teacher Attitudes/BeliefsC2-7
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AN EXAMINATION OF PRESERVICE AND INSERVICE SECONDARYSCIENCE TEACHERS' BELIEFS ABOUT SCIENCE-TECHNOLOGY-SOCIETYPeter A. Rubba and William L. Harkness, Penn State University
The purpose of the investigation was to examine and compare preserviceand inservice secondary science teachers beliefs about science-technology-society (STS), particularly the nature of science andtechnology, and their interactions within society. Data were collectedusing the Teachers' Beliefs About Science-Technology-Society, an"empirically developed multiple choice instrument" that contains 13 itemson the nature of science, technology, and their interactions within society.Two samples of convenience were used in the study, one consisting of 26preservice secondary science teachers enrolled in two sections of asecondary science teaching methods course at an eastern land grantuniversity, and 19 inservice secondary science teachers enrolled in ascience education workshop at a noqrhy but different university in thesame state. The data were statistically analyzed to test three nullhypotheses. The findings indicated that the preservice and inservicescience teachers' understandings about science, technology and theirinteractions in society do not differ, for the most part. Both includedmisconcept'ons that have serious implications for science instruction andscience teacher education, especially in relation to integrating STS intoscience.
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EXAMINING VALIDITY ISSUES WITH A SCIENCETEACHING ATTITUDE SCALE.Mark D. Guy, The University of Georgia
The purpose of this study was to address validity issues surroundinga science teaching attitude scale. Estimates of the reliability of apublished attitude scale were compared with the original findings.The instrument's face validity was assessed from the pcispective ofpreservice teachers rather than a panel of judges. Preservice teachers'reasons for responding to a particular item were also analyzed.Results indicated that the reliability of the instrument was reasonablywell matched to the original findings on two of three subscales. Theinstrument's face validity was challenged for one-third of the items.Differing contextual frameworks were identified in individuals withidentical item responses. Findings support complexities involved invalid attitude assessment.
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TEACHER EMPOWERMENT AND CURRICULUM REFORMIN SECONDARY SCIENCE AND MATHEMATICSCLASSES: t MODEL OF CHANGE.Sheryl McGlamery and Sherry Nichols,Florida State University
The study descrihed was designed toinvestigate condt-ions oncountcred asteachers of secondary science and mathattempted to reform currcula based ontheir personal beliefs and epistemologies.This interpretive study allows us toobserve the cultural constraints anindividual teacher encounters as he/sheacts as a change agent of curricula with-in a school culture. The assertionspresented in this research Froect addressthe following issues: (1) teachers percep-tions of change opportunities; (2) strate-ges used by teachers to augment change;(3)social conflicts experienced by teachers; and (h) the development of a mc,del of the
process of curriculum reform process.
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Paper Set: Conceptual ChangeC3-1
LEARNING ABOUT LIGI IT AND SI IADOWS: A TALE OFTHREE CHILDREN C3-1-1Elizabeth A. Wier, University of Delaware
A number of studies have shown that conceptual changestrategies hold promise for facilitating children's construction ofscientific concepts. However, it has also been documented thatchildren exposed to the same lessons can vary widely in theprogress they make in understanding targeted concepts. Thispaper examines the thinking and involvement in lessons of threethird grade children as they progressed through a conceptualchange unit to determine what helped or hindered them insuccessfully constructing scientific conceptions. The childrenselected for the study began at different levels of understandingof light and shadow concepts and their knowledge grew atdifferent rates. To determine the causes for the difference in theirprogress the following were examined: the children's pre andpost interview responses, videotapes of the lessons, and theirteacher's perceptions of the children's abilities and manner ofparticipation in the classroom. The study points out theimportance of awareness of children's predispositions forscience and for learning, in general, as well as an understandingof their preconceptions in making curricular decisions andimplementing conceptual change lessons.
CONDITIONAL KNOWLEDGE IN AN EXPERIENCEDTEACHER'S CONSTRUCTION AND IMPIJIMENTATIONOF A 3RD GRADE CONCEPTUAL CHANGE SCIENCEUNIT.Julie Schmidt and Jean Leach, University of Delaware
Interviews 'Ind stimulated recalls of an experienced teacher'sconstruction and implementation of a conceptual change modelwere analyzed for categories of conditional knowledge.Concerns over affective aspects of a conceptual change approachconstituted the chief adaptation of the model. Preservation ofstudent success, self-esteem, and positive attitudes served as thelarger framework within which the teacher implemented thecognitive components of the model. Analysis of the datarevealed shifts in the teacher's pedagogical categories influencedby the implementation of the model. Specifically, subtle yetsignificant changes in the teacher's methods included planningand assessing instruction around children's thinking, neutralityin responding to children's ideas, the use of probing questions,si tarp reductions in review time, attention to the cognitivebenefits of students' representations and constructions ofexplanatory models, and an increased latitude of the discursivearena. Analysis of classroom lessons indicated that the teacheradapted some features of a model more readily than others,suggesting both a logical order in the adoption of critical featuresand the contribution of pre-existing compatible teachingpractices. The research offers recommendations for novices'gradual adoption of a conceptual change model.
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R0L1.; OE '11IIX)12Y IN MAKING SENSE OF EVIDENCE ANDARGUNLNI'S IN PRIMARY SCII:NCE CLASSmmsNancy Brickhouse, University of Delaware
'this study examined the teaching and learning inclassroom science lessons in one second grade andtwo thrid grade classroms. In particular,Children's awn theories about light and shadows,as revealed in their clinical interviews prior toinstruction, wore followed through two weeks ofclassroom instruction. The analysis of videotapesof classroom instruction found relationshipsbetween children's abilities to collect and makesense of data and whether or not their observationshad been driven by some "big idea" about the natureof light. Children's abilities to reinanber andexplain accurately particular tasks on thepost-interview were also related to theseconstructions of "big ideas."
CURRICt lLUM DINF,LOPMFNT LAB: A NU IICLF,FOR STAFF DINELOPMFNT IN PRIMARY SCIF.NCEDeborah C. Smith, University of Delaware
'De paper describes (lie research-based rationale for, and designof, the Curriculum Development Lab, a school-based programof staff development in primary science. The program focuseson teachers' knowledge of children's ideas in science and theirdevelopment of conceptual change teaching strategies, within acollegial community engaged in curriculum development. TheLab program is designed as a cognitive apprenticeship. Teachersobserve, thcn take over, classroon- science lessons in the Lab'sdemonstration classroom. Then, they return to their ownclassrooms, with coaching from Lab staff. The paper describesthe various ways in which the program reduces demands onteachers, in order to scaffold their construction of newknowledge and teaching practices in their science teaching. Italso provides examples of the ways in which opportunities forteachers to reflect on classroom teaching and learning events,both as individuals and as a group, are built in to the program.
TEACHING EVOLUTION: THE INFLUENCE OF PEERINSTRUCTIONA:. MODELLINGLawrence C Scharmann, Kansas State University
The influence of an NSF-sponsored two-week institute uponsecondary biology and earth science teachers regarding theirunderstanding of and ability to apply the nature of sciencewithin instruction on evolutionary topics was investigated bythe project director. Also investigated, was the influence upon2nd year participants by seven peer or "mentor" teachers(from the previous year's institute), who assisted the projectdirector with the planning, implementation, and overall conductof the 2nd year institute. At the conclusion, 2nd yearparticipants showed significant increases in their acceptance ofevolutionary theory and applied understanding of the natureof science. In addition, a significant reduction in participants'self-reported anxieties regarding the teaching of evolution wasachieved. Finally, a qualitative examination was performed toassess the degree to which mentor and participant teacherswere willing to consider the adoption of more student-centeredinstructional approaches for teaching evolutionary theory andapplied principles.
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EVALUATING AN INSERVICE MODEL THAT IMPACTSSCIENCE CLASSROOM PRACTICE C3-2-2David P. Butts, W. Anderson, M. Atwater,T. Koballa, P. Simmons, The University ofGeorgia and R. Hairston, University ofSouthern Mississippi
The purpose of this study was to design aconceptual framework for inservice programsand evaluate its impact on science teacherclassroom practice. Based on the Koballamodel of reasoned behavior, the three phasesof the inservice program, awareness, arousaland action, were designed to influence boththe internal and external beliefs ofteachers. The 38 seventh grade teachersparticipated in a two year study. Pre andpost program evaluations were used toitentlfy evidence of impact. Resultsindicated that changing what a teacher wouldlike to do contributes less to theirclassroom practices than their beliefs aboutwhat the school expects them to do.
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PRESIDENTIAL AWARDEES AS INSTRUCTIONAL MENTORSFOR MIDDLE LEVEL SCIENCE TEACHERS: A SUMMERINSTITUTE AND BEYOND.
Thomas J. Greenhowe, Iowa State University.Cheryl L. Mason, San Diego State UniversityBarbara W. Saigo, Southeastern Louisiana University
This two year study sought to overcome the belief thatsummer institutes often fail to have long term effects onscience teaching. The investigators and specially selectedPresidential Awardees (PA's), classroom teachersthemselves, developed and implemented a summer instituteprogram with followup support during the academic year.The PA's determined the curriculum, provided the majorityof the instruction and served as mentors throughout theprogram. By incorporating participant-oriented activities,the institute faculty communicated to the teachers that thiswas not intended to be a process-product experience burather a reflective and interactive involvement. The resultsof pretest, posttest, and post posttest surveys and observationsindicated that there was a significant change in the variousareas tested.
TEACHER AND RESEARCHER DEVELOPMENT IN A PROFESSIONALDEVELOPMENT SCHOOL: LEARNING ABOUT SCIENCE TEACHINGFROM MULTIPLE PERSPECTIVESKathleen J. Roth, Jan Derksen, Corinna Hasbach, Con-stanza Hazelwood, Kathleen Peasley, Elaine Oren, CherylRosaen, Priscilla Woodhams, Michigan State UniversityElaine Hoekwater, Carol Ligett, Barbara Lindquist,Elliott Elementary School, Holt, MI
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In a professional development school, these educatorsworked collaboratively in the Literacy in Science andSocial Studies Project. Each participant took on ateacher-researcher role to explore teaching for under-standing in science, social studies, and writing.Across a 2-year period participants studied both theirown growth and development and their students' learning.The paper describes how this restructured work contextand the teacher-researcher role influenced partici-pants' understanding and practice of science teaching.Data collected across the 2-year period includes field-notes and audiotapes of weekly study groups, interviewswith each participant, journal writing, and documenta-tion of classroom teaching (fieldnotes, videotapes,interviews with students, etc.). Analysis focused on:
a) insights about science teaching that emerged for eachparticipant, and b) key features of the restructuredcontext that supported professional growth. The teacher-researcher role enabled deep understandings of sciencei-PArh.ing and learning to develop.
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Symposium: Science Reform ProjectC3-3
THE REALITY OF A SCIENCE REFORM PROJECT:STRUCTURE, DESIGN AND PRELIMENARY FINIANGSLinda W. Crow, Baylor College of Medicineand Ronald J. Bonnstetter. University of Nebraska
This symposium will provide an examination of a scienceeducation reform project in action. This reform, ScopeSequence, and Coordination of Secondary School Science(SS&C) has been proposed by the National ScienceTeachers Association. The Houston Project is one of fiveSS&C centers and has been in existence for a longer periodof time. To examine the project thoroughly, thesymposium will be divided into three parts. The first partwill provide a description of the structure of the Scope,Sequence and Coordination (SS&C) project in Houston,Texas. The description will provide an overview of theprocess used to initiate this reform along with theindividual methods used. The second part will describe thedesign of the ongoing evaluation of the project. Procedures,activities and uses of data will be carefully discussed. Thethird part of the symposium will provide the preliminaryfindings from the first year of field testing. These findingsinclude results from data concerning students, parents,administrators and teachers. Gender and culturalcharacteristics will also be included. Results indicate thata successful field testing has occurred. Using these firstyear results, it will be shown how the second year of theproject has been planned.
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Contributed Papers: Problem Solving/Teacher EducationC3-4
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A QUAUTATIVE AND QUANTITATIVE ANALYSIS OF EXPERTAND NOVICE EARTH AND SPACE SCIENCE TEACHERSDECLARATIVE, PROCEDURAL AND STRUCTURALKNOWLEDGE
Robertta H. Barba, San Diego State University
The purpose of this study expert and novice earth and spacescience teachers by the declarative, procedural, andstructural knowledge that they used while engaged insolving "typical" earth science tasks. A comparison of 6expert and 6 novice earth and space science teachersrevealed that expert teachers brought more declarativeknowledge to the task, used fewer steps, generated moresubroutines, generated more alternative solutions, movedless between declarative and procedural knowledge andsolved problems more accurately than did novice teachers.The findings of this study support Norman's theory thatexperts perform with smoothness, automaticity, and lessmental effort than do novices. Additionally, the findingshave implications for the training of preservice earth andspace science teachers.
CRITICAL FEATURES OF AN ADVANCED EARTHSCIENCE SEMINAR SERIES FOR MIDDLE SCHOOLTEACHERS: AN EVALUATION C3-4-2Joseph M. Ryan, Laurie Martin, and JohnCarpenter, University of South Carolina
A seminar series with sevenpresentations by earth scientists wasexamined as an approach to providing on-going education to a group of middle schoolscience teachers. Objectives of theprogram were to improve teachers' knowledgeof current research, their understanding ofthe researchers' contributions, motivation,and research methods, and to help theteachers to see the relevance of researchto classroom teaching. The program wasevaluated in proga:ess and for a yearfollowing the completion of the programusing both quantitative and qualitativedata collection procedures. Various datasources provide a consistent picture of theprogram's strengths and weaknesses.Cognitive and affective objectives weresubstantially achieved. Recommendationsfor improving the program and foriusing ofsimilar formats are described.
THE EFFECTS OF REPEATED INTENSIVE INSTRUCTIONIN CUE ATTENDANCE UPON CUE ATTENDANCEBEHAVIOR AND INTERACTIVE THOUGHTS OFELEMENTARY SCIENCE METHODS STUDENTSRonald P. Hughes,, California State University, Bakersfield,and Emmett L. Wright, Kansas State University
This study was conducted in order to discover the effects of threerepeated cue attendance intensive instructions upon cue attendancebehavior and interactive thoughts of elementary science methodsstudents. Two areas of interactive thoughts were investigated: cueattendance prerequisite cognitive skills and lesson presentations. Data
were collected utilizing the stimulus-response method with 21 preserviceteachers. Analysis was completed by using repeated measures analysisof variance techniques comparing mean scores between theexperimental and control groups. There were significant differences in
the number of object and condition details reported by the experimentalgroup as compared to details reported by the control group; theexperimental group scoring higher values on the posttests than did thecontrol group. There were significant interactions for group by repeated(A X B) at series 2 and 3 for event cues, series 3 Qpiesa cues, series 3oonditiort cues, and series 1 property Nes; again, the experimentalgroup scoring higher values on the posttests than did the control group.The experimental group cue attendance skills became more enhancedthan did the skills of the control group with repeated treatments. Therewere no significant main effects or group by repeated (A X B) interactionsfor cue attendance or lesson interactive thought processes.
Influencing Teacher Thinking and Teacher Behavior Through Analysis,
Feedback and Reflection
Teresa M. Kokoski, University of New Mexico
The purpose of this study was to examine the effects of analysis,
feedback and reflection on the behavior and thinking of preservice
teachers. Working with four preservice teachers assigned to middle and
high school field experiences, the study revolved around an intensive
supervisory experience which required an active participatory role for
the preservice teachers. The guided analyses, centering on teaching
strategies, served a dual role: (1) as a component of the intervention
process; and, (2) as a means for data collection. Interviews,
observations and structured writing tasks provided data on teachers'
thought processes associated with the use of teaching strategies and
professional development. The findings reveal that, behaviorally, over
time the preservice teachers increased their use of lower level
questions in their lessons, became more student centered in their
teaching styles and improved the quality of their teaching. In terms of
their thinking about teaching strategies, the data indicate shifts in
thinking from descriptive to analytical. By the end of the supervisory
experience, the preservice teachers: (1) began to associate the level
of questi-ls with the ability level of the students; (2) were able to
discern differences in teacher-centered and student-centered lessons
and discuss their reasons for doing lessons from varying modes; (3)
measured their success as teachers by student achievement; and (4)
reflected changes in attitudes about teaching relative to their field
experience.
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Contributed Papers: Chemistry EducationC3-5
BELIEF AND ATTITUDE DIFFERENCES OF PREREGISTEREDAND NONPREREGISTERED HISPANIC STUDENTS RELATIVETO ENROLLMENT IN HIGH SCHOOL CHEMISTRY.Carolyn B. Black and Frank E. Crawley, University of Texas at Austin
This study uses a contrasting groups design to examine the differencesin personal, social, and control beliefs of ninth and tenth made Hispanicstudents forming 2 groups: students who preregistered for chemistry forthe following fall and those who did not. Employing the Theory ofPlanned Behavior, students were surveyed for beliefs, attitudes, andintentions toward enrolline in chemistry. Data collected from sampledclasses (N=330) in two predominantly Hispanic (95%+) high schoolsrevealed that only 18% of the students preregistered to take chemistry.Data from preregistered (N=58) and nonpreregistered (N=272) studentswere analyzed by regression analyses and theory trimming techniques.Results indicated that the intention of preregistered students wasinfluenced only by their personal beliefs, which were: reaching careeretials and learning more. Nonpreregistered students personal beliefswere: reaching educational goals, learning more, having a goodexperience and succeedine with personal advancement; clearly indicatedwas the belief that taking chemistry would not aid their career goal.Nonpreregistrants perceived their parents, friends, and science teachers tobe influential in their decision-making; they also believed that havinggood study skills and knowing more about chemistry beforehandcontrolled their enrollment intention.
STOICHIOMETRIC PROBLEM SOLVING IN HIGH SCHOOLCHEMISTRY.Hans-Jurgen Schmidt, University of Dortmund
The purpose of this descriptive study was to develop and to test questionson stoichiometric calculations that allow quick mental calculations and toidentify students' problem-solving strategies. Subjects were 7,441 germansenior high school students who completed paper and pencil tests.Additionally, discussions with the students about how they solved the testitems were videotaped.From students' written comments and the discussions resulted that most ofthe students applied a problem-solving strategy that is not described inschoolbooks. The result suggests to use these particular test items andproblem-solving strategies to introduce students to stoichiometriecalculations.
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FROM "ALGORITHMIC MODE" TO "CONCEPTUAL GESTALT" INUNDERSTANDING THE BEHAVIOR OF GASES: ANEPISTEMOLOGICAL PERSPECTIVE.Mansoor Niaz, Universidad de Oriente and William R.RObinson, Purdue University.
According to Hanson a law might have been arrived atempirically (enumerating particulars), it could thenbe built into a hypothetico-deductive (H-D) system asa higher order proposition. From an epistemologicalperspective, resolution of gas problems based on theIdeal nas Law, derived by the inductive process(Boyle, Charles, Gay-Lussac), primarily requiresmanipulation (enumeration of particulars) of thedifferent variables, and thus can be characterized bythe "algorithmic mode". Resolution of gas problemsbased on the Kinetic-Molecular theory of Maxwell andBoltzmann (H-D system) requires the understanding ofa pattern within which data appear intelligible,i.e.,a sort of "conceptual gestalt". The main Objective ofthis study is to compare performance of students ongas problems that require two distinct approaches:"algorithmic mode" and "conceptual gestalt". Resultsobtained show that performance on problems requiringthe two approaches is quite different. Conclusion:One should not expect training or experience withalgorithmic problems to develop the understandingrequired to solve conceptual problems.
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A QUALITATIVE STUDY OF THE EFFECTS OF STS ISSUES ON
HIGH SCHOOL CHEMISTRY STUDENTS.Jon E. Pedersen, University of Arkansas
A model for the teaching of Science-Technology-Society(STS) issues was presented to ninety-six high schoolChem-Comm. chemistry students (11th and 12th graders),who were assigned to the study as in-tact classes. In
the classes students were divided into small groups offour, and each group of four was separated into twohalves representing the pro and con sides. Studentswere asked to research, discuss and prepare for a classdebate in which pro and con groups worked together.After the debate the original groups of four returned todiscuss the issues, reach consensus, and write a groupreport.Observations were made in the class as well as interviewstaken with the students. Twenty students were selectedand interviewed about their experiences in the currentscience course. The results of the interviews andobservations indicate that STS issues effected the wayin which students view science. Students were morepositive about science, the science class, chemistry, andthe effect that science had on them and society.Students also indicated a willingness to get involvedin and actively participate in social issues as theyeffected the community in which they lived.
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GontribulecInmers: Teaching Strategies
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EVERYTHING DEPENDS ON THE TEACHER: MULTIPLEPERSPECTIVES ON CLASSROOM CONTROL AS A CONSTRAINT C3-6-1
TO EFFECTIVE CHANCE IN SCIENCE TEACHINGCarol Briscoe, University of West Florida
This paper presents interpretations from a collaborative case study with a chemistry teacher whowas committed to changing his practices to facilitate problem solving in science through cooperative learning activities. The emphasis of thisstudy is on how the teacher made sense of management and control in his classroom as he attemptedto restructure the learning environment to be lessteacher centered than it had been in the past. The
study explicates how school culture, classroomsocial structure, and personal cognitions(i.e. beliefs, images) facilitated or constrainedthe teacher's attempt to construct coherence in hispedagogical knowledge regarding management anddiscipline and his practical knowledge aboutteachers' and students' roles and responsibilitiesin cooperative learning settings in science.Implications of the study are that staff development programs created to assist teacher inchanging the manner in which science curriculumis implemented ought to consider the salience ofsocial and cultural contexts in influencingteachers' beliefs and actions.
COMPARING ALGORITHMIC AND HEURISTIC INSTRUCTIONALAPPROACHES IN TEACHING PROBLEM SOLVING IN HIGH SCHOOLCHEMISTRY.
Obed Norman, Lawrence Hall of Science, University of California atBerkeley
The purpose of this study was to compare the impactof instructional approaches on the performance ofhigh school chemistry students on a problem solvingtest on chemical equilbrium. Four teachers and 183students participated in the study. Each teacherinstrucled one class using an algorithmic approach andanother using a heuristic approach that focussed moreon the conceptual relationships. The students in thetwo treatment groups were cognitively comparable astheir mean scores on three cognitive tests did not differsignificantly. The students instructed with algorithmsdid however outperform the heuristic group at astatistically significant level. The findings of the studyare discussed in the light of the divergent researchapproaches of expert-novice studies on the one handand idea analysis studies on the other. Idea analysis -a research perspective used in mathematics education- advocates the use of instructional approaches thatare compatible with students' conceptualizations. Animportant insight that has emerged from idea analysisis that approaches that may be productive for matureunderstandings may be counterproductive withimmature conceptualizations.
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STUDENTS' UNDERSTANDING IN ELEMENTARY THERMODYNAMICS:A COMPARISON OF TWO TEACHING APPROACHESSofia Kesidou, Univetsity of Pittsburgh
In this paper the results of two studies on students' conceptionsin the areas of elementary thermodynamics and energy arecompared. The first study concerned thirty-four interviews withgrade 10 students (aged between 15 and 16) in a German High-School who, during lower secondary level, had been taughtelementary thermodynamics and energy within a traditionalapproach. The second study concerned ten interviews with grade1 1 students who, during lower secondary level, had served as anexperimental group for a newly developed, non-traditionalapproach to elementary thermodynamics and energy. We find thesecond group developed energy conceptions which contain someessential characteristics of the physicist's energy concept,whereas the first group's energy concepts are based on everydayframeworks. In addition, the second group developed aframework in elementary thermodynamics which is more similarto the physicist's than the framework the first group developed.For example, whereas a considerable proportion of students inthe first group viewed heat as an intensive quantity, students inthe second group viewed heat as something transferred from onebody to another because of a temperature difference between thetwo bodies. However, in both groups students did not view heatas a separate concept from temperature.
PHYSICS PROBLEM SOLVING AND ITS SOCIALCONTEXT IN SECONDARY SCHOOL.Armando Contreras, Universidad deLos Andes, Trujillo, Venezuela.
The aim of this descriptive researchstudy is to interpret the nature ofproblem solving events as they occurin the context of social interactionsbetween teachers and students. Thestudy is based on a 3 year-long ethnogra-phic research conducted with 10 physicsteachers in the venezuelan Andes.More than 120 observations were conductedalongside with formal and informalinterviews with teachers and students,document gathering and videotapingof selected lessons. The teachersand students observed relied on analienating and overwhelming usageof numerical physics problems, inwhich the "formula" was the key elementduring the actual solving process.The study raises some concerns aboutthe contemporary cognitivist approacheson problem solving, the training ofphysics teachers to handle complexsocial situations, and student learningof physics laws and principles.
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Contributed Papers: Gender DifferencesC3-7
SCHOOL EFFECTIVENESS / ND SCIENCE ACHIEVEMENT:ARE THERE ANY SEX DIFFERENCES?Deidra 1. Young and Barry J. F-aser, Curtin University
The purpose of this study IA as to use secondary analysis of adatabase known as the Sec.md International Science Study toexamine the role of stu _lent, school and home factors inexplaining student differences in scicnce achievement andattitudes, especially sex differences in achievement andattitudes. Thls siudy employed methods of analysis whichaccommodated both the complex sample design and themultilevel nature of the data. As expected, sex differences werefound to be greatest in physics achievement and schoolenjoyment. The home background of the student was found to berelated to achievement in science differently for boys and girls.Student characteristics found to explain student differences bestin this study were the student's socio-educational level (homebackground), the student's attitude towards science (importanceof science for 10-year-old students and goodness of science for 14-year-old students), the student's verbal and mathematicalabilities and the sex of the student. School effects were theninvestigated and the three school level variables were found toexplain student differences in achievement best were theaverage verbal and mathematical abilities of studentsattending the school and the average home background ofstudents attending the school.
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CONSTRUCTIVISM AND GENDER-INCLUSIVENSS: HAS C3-7-2ASSESSMENT KEPT PACE?
Lesley H Parker and Léonie j Rennie, Curtin University ofTechnology
The purpose of this paper is to draw together two themespresently discernible in science education, constructivism andgender-inclusive science, and to point out that the successfulimplementation of both in science education may be dependentupon concomitant changes in the assessment of students learning.Constructivism and gender inclusive science are changing thenature of science learning strategies believed to be associatedwith effective science education. Both are increasing theemphasis placed on student participation, especially throughcooperative group learning and increased language andcommunication skills. In both, the development of assessmentstrategies which are authentic in terms of the objectives, contentand teaching strategies has lagged behind. There are clearindications that assessment will need to shift in the direction ofa much stronger focus on the process rather than the product oflearning, and that the reward system associated withassessment will need to acknowledge much more the legitimacyof personal and social constnicts of students.
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Sex differences on the Maine Educational AssessmentScience Test.Kate Scantlebury and Scott F. Marion, University of Maine
The study was designed to examine the purported "gendergap" on science portion of the Maine EducationalAssessment [MEA l test. This test was administered to allMaine public school fourth, eighth, and eleventh gradestudents. Twelve forms, each containing 16 questions, wereadministered in 1989 with each student responding to oneform. Items were designed to assess achievement in fourcontent areas (scientific inquiry, life, earth/space , andphysical sciences) and two process levels(knowledge/comprehension and application/higher order).For the 1989 test, analyses were conducted on thestandardized scoTes eighth (n = 14,644), and eleventh (n =13,908) grades. Mean scores were calculated for eachstudent in the content areas and process levels. In bothGrade 8 and Grade 11 girls scored lower than boys oncontent items relating to the physical sciences and theearth/space sciences, and there were almost no differenceson the life science or scientific inquiry questions. All effectsizes computed for Grade 11 were significant and larger thanthose at Grade 8 level. This may be attributable to differentpatterns in science course selection by male add femalestudents or different out- of- school science experiences forgirls compared with boys.
Sex differences in the processes influencing science course-taking patterns of college undergraduates.Scott F. Marion &Theodore Coladarci, University of Maine
This study was designed to investigate the direct and indirectinfluences of sex and several intervening variables on collegecourse selection in the quantitative sciences. The path modeldeveloped for this study explained 34% of the variance in thedependent measure--substantially more than previousresearch with the same data set. The analyses yielded threemajor findings: (a) after statistically controlling for all of theother independent variables in the model, being female stillhad a statistically significant negative impact on choosingquantitative science courses, (b) high school science andmath courses appears to be the most important mediatingvariable in the model because of its direct effect on thedependent measure and its indirect influence on achievementand intended field of study, and (c) the differences in theexplanatory ability of the model for males and females, aswell as the variation of the importance several key pathsindicates that other gender-related variables may beimpacting the model. The conclusions explore how two ofthese factors: the hidden curriculum and the genderization ofscience may impact the process of college scithice courseselection posited in this study.
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Symposium: Teacher Enhancement ProjectsCs4
MIXING PARADIGMS IN EVALUATING TEACHERENHANCEMENT PROJECTS.James D. Ellis, BSCS; Paul J. Kuerhis, The Colorado College; LarryG. Enochs, Kansas State University; and Philip G. Goulding, BSCS
This sytnposium will open for discussion the question of usingapproaches from both the quantitative research tradition and theinterpretive research tradition. The presider will introduce thesymposium with a hrief overview of ENLIST Micros III a BSCSteacher enhancement project to establish a national network ofregional teacher centers to help science teachers improve thcir use ofadvanced educational technology. The panel members will begin byreporting on four research projects that were conducted as differentapproaches to evaluating the effectiveness of ENLIST Micros III.Two of the studies followed the quantitative tradition by usingpaper-pencil assessment instruments to gather data on outcomesfrom students and teachers. Two studies used interpretive researchapproaches. One gathered data directly from participating teachersthrough intensive field observations and intetvicws The other useddata from implementation plans and portfolios prepared by the stafffrom each center and from site visits to each center. Once the panelmembers have presented their studies, the audience will discussissues associated with mixing findings from two different researchparadigms.
Symposium: Cooperative InquiryC5-2
DOI NG CO OPERATIV F INQUIR Y: Tf IE CHALLENGE OFINDERTAKING A NEW RESEARCH METIIODOLOGY
Karen Sullengor, University of New Brunswick; Mark Holland, Department01 Hducatirm, Province ol New Brunswick; Moriona Espinet, UniversitatAmonoma des Barcelona; Bill Kyle; Purdue University; Ken Tobin andKarl Hook, Florida State University
The need for curriculum relmin in science education, the admittediodate 01 SC ience CtIUC1ItIUII Iest:MCit it) itrukttlt.t.: the tit:Med idlonn, amid heparadigm shift within the science educatkin research ciminionity towards aconstruciivist philosophy underlie many science education researchers' searchCor new methodologies. As a result, co-operative inquiry has gainedincreasing support among science educators as a research strategy. Co-operative inmiiry, is ;:n umbrella term which refers to research which seeksto study with and for rather than on people. We would argue that co-operative inquiry as a research approaA is in the position that qualitativeresetlftli found itself five to ten years ap.) having to prove it worth andvalidity. This symposium seeks to explore through open discussion thechallenges associated with cooperative inquiry. The participimis are alsointerested in considering such issues as: the process of integrating theoriesabout knowing, research, and method, as well as, putting the resultingresearch strategies into practice (Does co operative inquiry as a researchstrategy meet our iesearch needs7); the benefits and possiNe establislimeniof a co-opetalive inquiry networking system; and the NARST community'stole in promoting change ct hen new methodologies are undertaken.
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Symposium: Assimilation TheoryC5-3
THE CURRENT STATUS OF AUSUBEL'S ASSIMILATIONTHEORY IN SCIENCE EDUCATION.Symposium Presider:Professor James Shymansky, University of IowaPresenters:Professor Joseph D. Novak, Cornell UniversityProfessor Patricia Simmoas, University of GeorgiaProfessor Ann Cavallo, University of OklahomaProfessor Fermin Gonzales, Univ. Publica De Navarra
We will review the current status of David Ausubel's assimilationtheory of learning, including changes or additions to the theorysince it was %-irst put forward in 1962. Relationships to construe-tivist leaining psychology and epistemology will be discussed.Research based on assimilation theory will be presented. Reportswill include discussion of the interplay between epistemologicalviews and learning, expert-novice studies, race and gender issues,and applications of assimilation theory in school scttings, includingcurrent work under way in Spain. The presentations will highlighttheoretical issues pertinent to the research studies presented, andindicate implication of research finds for assimilation theory. Rele-vant implications for other theoretical views will also be discussed.Discussion of questions from the audience sh gild help to defineand clarify the current status of assimilation theory and its value forguiding research and practice in science education.
Contributed Papers: Development of ReasoningC5-4
C5-4-1THE EFFECTS OF ADDING A PREDICTION/DISCUSSION PHASETO A SCIENCE LEARNING CYCLEDerrick R. Lavoie, Montana State University, Bozeman, MT 59717
This purpose of this study was to compare prediction/discussion-based learning-cycle (PDLC) instruction with traditc:-;al learning-cycle (LC) instruction. While PDLC and LC treatmonts taughtidentical learning-cycle lessons, the PDLC treatment initiallyadministered prediction-problem sheets followed by whole-classand small-group discussion. Five teacher/researchers each taughtone PDLC and one LC biology class (total sample size =300students). tor one semester. Qualitative data involved interpretiveobservations, collected daily by teacher/researchers and fieldobservers, and a final questionnaire. Quantitative data involvedpre and post-test data that assessed students' logical-thinkingabilities, science process-skill abilities, and conceptualunderstanding. Compared to traditional LC instruction, PDLCinstruction resulted in greater student motivation to carry outscientific investigations; more positive student attitudes towardscience, the learning cycle, and their peers; and greater inter-peerinteractions during traditional phases of the learning cycle.Significantly greater gains in conceptual understanding, logicalthinking abilities, and process skill achievement were evident withthe PDLC treatment. Prediction sheets revealed substantialinformation regarding students' prior knowledge and alternativescientific conceptions. Several suggestions are made for thedeveloping, teaching, and evaluating prediction/discussion-basedlearning-cycle instruction.
C5-4-2THE DEVELOPMENT OF ELEMENTARY SCHOOLSTUDENTS IDEAS RELATED TO TI1ECATEGORIZATION OF LIVING THINGSBarbara G. Ladewski and Joseph S. Krajcik, University ofMichiganJane S. Levy and Rick Ilan, Ann Arbor, Michigan
We used qualitative methods to explore elementary school-age children's conceptions about a basic biological concept(What does it mean to say something is "alive"?) andexamined how such conceptions vary with chronologicalage. The study also examined how young children's priorconceptions are affected by instruction that directly confrontsthose conceptions and how young children's conceptions ofscience process develop. Elementary school children wereinterviewed both before and after instruction that wasdesigned to address specific prior conceptions. Resultsindicated that prior science conceptions of elementatyschool-age children tend to be related to the chronologicalage of the child, that young children are often comfortablewith contradictions in their conceptual framework, and thatyoung children possess important prior conceptions aboutscience process as well as about science content.
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A NEW VIEW OF STAGE THEORYAnton E. Lawson, Arizona State University
Piaget has characterized intellectual development in terms of fourstages in which the latter stages are marked by the acquisition ofnovel thinking patterns (operations). The purpose of this paper is topropose an alternative stage theory in which the pattern of reasoningbasic to intellectual functioning does not change from stage to stageas Piaget claims. Rather the basic pattern remains the same but thecontext to which that pattern can be applied changes. The first stage(birth to 18 months) is nonverbal yet the child is able to reason in theif...and...then.., hypothetico-deductive (HD) form providedreasoning is initiated with a direct observation. The second stage (18months to 6 years) differs in that the nonverbal HD reasoning can beinitiated with non observed events. HD reasoning in the third stage(6-7 years to early adolescence) is verbally mediated but must beinitiated with observed events. The HD reasoning of stage four(early adolescence and older) can be initiated by hypothetical(imagined) events. In this sense it is the only stage in whichreasoning is "scientific". Implications for science instruction will bediscussed.
CONCEPTUAL AND REASONING PATTERNS ON MOTIONTASKS AMONG MALAYSIAN STUDENTS AND ACROSSPIAGETIAN COGNITIVE REASONING LEVELSKueh Chin Yap, University Technology of Malaysia
While numerous studies on alternative conceptions and reasoninghave been carried out in developed countries, there is a lack ofsuch studies in developing countries. There are also few previousattempts to link the constructivist model with the Piagetiantheory. This study is an attempt to bridge the gaps mentioned. Thesample comprised of secondary and university students inMalaysia. Results indicated that there were similarities anddifferences in conceptual and reasoning patterns on motion tasksacross cultures. There were also differences across Piagetiancognitive reasoning levels. Formal students were observed toattempt the usage of patterns based on physical aspects of thetasks. Such findings are basically consistent and similar toprevious findings of surface and deep processing related tolearning and problem solving.
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Contributed Papers: Science AttitudesC5-5
COGNITIVE DISSONANCE THEORY: A STRATEGY FORIMPROVING MIDDLE SCHOOL SCIENCE ATTITUDES.Frank L. Misiti, Bloomsburg University,Bloomsburg, PA
Based on the tenets of Festinger's theory ofcognitive dissonance, five preconditions fordissonance arousal were operationalized in acounterattitudinal essay. The preconditionswere: irrevocable commitment, perceivedchoice, minimum incentive, personalresponsibility for consequences, andforeseeability of negative consequences ofbehavior. The sample was 141 middle schoolstudents. Subjects were asked to writeessays on the theme "Why I like learningscience," with the expectation that theessays would be displayed and read by theirpeers. It was predicted that dissonancearousal followin9 the writing task would bereduced by a positive attitude change in thedirection of the counterattitudinaladvocacy. A 3x2x3 ANCOVA assessed the effectof grade level, gender, and three treatmentlevels on attitude change; a pretest wastreated as the covariate. A significantthree-way interaction of arade level,gender, and treatment level on scienceattitude scores was found.
VARIABLES WHICH AFFECT YOUNG WOMEN'S SCIENCE ACHIEVEMENT ANDATTITUDES TOWARD SCIENCECharles R. Warren, The Ohio State University
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Previous studies have attempted to document the effects ofvariables which affect science attitudes, and aChievement inscience. These studies have not been successfu_ in explainingmuch of the variance in science achievement, or attitudes. Thisstudy attempted to synthesize previous efforts into a unifiedmodel of those variables and to test the model at the secondarylevel. This composite model featured a separation between thein-school and'out-of-school variables which affect studentsbecause of the potential usefulness to schools. A two-phasedesign which included a questionnaire (n=1123) and interviews(n.110) was used. Students in grades 6, 8, 9, 10, 11 and 12 intwo school districts in the midwest United States (one urban andone suburban) participated. Longitudinal and crossectionalmethods were used in the analysis. Predictive models ofachievement and attitudes were constructed from the data andwere able to explain more than 40 per cent of the variance inscience attitudes and achievement at the 6th,, 9th, 10th and 12grade levels. Findings included; 1) There were more variationin attitudes and achievement within the sexes of students thanbetween them; 2) the'most significant predictor of scienceachievement was students attitude about their ability toperform in scienve class; 3) the most significant predictor ofscience attitudes was students' enjoyment of science class; 4)science attitude and achievement declined for students as theyprogressed throu9h secondary school and recovered only partly bytho end of their secondary school xperience; and 5) the declinein science attitudes was greater than for science achievement.
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STRUCTURAL EQUATION MODELING OF SCIENCE ANDMATHEMATICS ACHIEVEMENTS OF TENTH-GRADE FEMALES INARAB JERUSALEM: AN APPLICATION OF THE THEORY OFPLANNED BEHAVIORSophia Arditzoglon and Frank Crawley, The University of Texas at Austin
The study aimed to identify the determinants that influence science andmathematics achievements of tenth-grade Palestinian females enrolled in theprivate schools of Arab Jerusalem using the Theory of Planned Behavior(TPB) as the theoretical framework. Of the 271 participants, 90, 90 and 91students responded to the Mathematics, Life Science, and General ScienceQuestionnaires, respectively. Simple correlation analyses revealed thatprevious achievement and anticipated scores are correlated to mathematicsand science achievements, career goals are correlated to mathematics and lifescience achievements, mother's educational level is correlated tomathematics achievement, and father's educational level is correlated to lifescience achievement. Linear 5tructural RELations (LISREL) analyses of tenstructural models also showed that: (1) the addition of a path from previousbehavior to future behavior to the TPB model is applicable to the predictionof achievement intention; (2) achievement intention does not directlyinfluence achievement; (3) previous achievement directly influences futureachievement; (4) both attitude and perceived behavioral control, but notsubjective norm, influence achievement intention.
Contributed Papers: Environmental EducationC5-6
THE OUTCOMES OF A SUMMER INSTITUTE INENVIRONMENTAL EDUCATION FOR ELEMENTARY C5-6-1TEACHERS FROM FOUR STATES.Katherine I. Norman, The University of Kansas
During the 1991 Summer Institute in EnvironmentalEducation, teachers created instructional modulescontaining background environmental andecological information, two environmentalinvestigations designed around the learning cycle,pre/post-tests, integration strategies, adaptationideas, extension activities, and alternativeassessment methods. The teachers also developedtheir own follow-up plans to the institute to aid themin improving their teaching of environmentaleducation. This paper reports on the field tests andteachers' evaluations of the instructional modules,the implementation of teachers' follow-up plans, anda fall retreat for participating teachers planned andimplemented by the teachers. This project wasfunded by a grant from The Environmental ProtectionAgency, Region VII.
A COMPARISON OF EARLY ADOLESCENTSENVIRONMENTAL CONTENT, BELIEF ANDAFFECTIVE STRUCTURES wail THEIRGENECRATION OF SOLUTIONS TOENVIRONKENTAL PROBLEMSAnn M. Novak, Ann Arbor, MI
Utilizing a cognitive psychology framework, Icompare the content, belief, and affective structures thatearly adolescents possess for certain environmentalissues with their relationship in generating solution; toenvironmental problems. A model of learning andproblem aolving is introduced that represents anindividual's overall conceptual framework as consistingof content, belief and affective structures,
Using clinical interview techniques, studentsresponded to an unstructured problem and two problematicvignettes in which problems wers implied rather thenexplicitly stated. Analysis was based on categorizingstatementa as either content, belief, or affective(emotional) statements. The problem vignettes wereanalyzed for problem identification and all threeproblems were analyzed for percent of content, belief andaffective statements.
This study had several findings. A key component inthe way individuals identify and solve environmentalproblems that are not explicitly stated ia the integration orlack of integration of their content knowledge, beliefs andaffect. It appears that when "given" an unstructuredproblem, as might happen in a science classroom,individuals turn on their "science knowledge," relyingon content. However, when asked to put themselves in reellife situationa, they rely less on content and more onbeliefs and affect.
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EFFECTS OF ISSUE INVESTIGATION AND ACTIONTRAINING ON CHARACTERISTICS ASSOCIATED WITHENVIRONMENTAL BEHAVIOR IN JUNIOR HIGH STUDENTS.John Ramsey, University of Houston
The purpose of this study was to assess the inst-ructional outcomes of a methodology designed toenhance the responsible environmental behavior ofmiddle school science students. Four groups ofeighth and four groups of seventh grade studentsreceived a one-semester experimental treatment;similar groups received control treatment.Phenomenological and Likert scale instrumentswere used to collect data concerning subjects'environmental behavior, locus o;' control,behavioral self-efficacy, environmental sensi-tivity, and knowledge of environmental actionstrategies. Pre and post scores were analyzedfor any significant change. The results indi-cated significant gains in responsible environ-mental behavior and in most of the associatedvariables for both seventh and eighth gradegroups. The findings supported the aims ofthe methodology.
Constructivism in Outdoor Based Science:A Case Study of the Teton Science School.Michael T. Hayes, University of Utah
The purpose of this study was to investigate theuse of constructivism in the outdoor based scienceprograms of the Teton Science School. Three groupsofseventh and eighth grade students were observedover a ten day period. Constructivism was used asthe theoretical base to guide'observations.Constructivism was not used as much as originallyhypothesized.
Contributed Papers: Attitudes/PreferencesC5-7
C5-7-1
TEACHING STRATEGIES IN SCIENCE THAT ADDRESSTHE LEARNING PREFERENCES OF MALE AND FEMALEMIDDLE LEVEL STUDENTSM Qail Shroyer, Kansas State University; Janet Carlson Powell and KathyBacke, BSCS.
The work presented in this paper is one part of ongoing research associatedwith a middle school curriculum development project funded by NSF. Thestudy was conducted to gain a better understanding of adolescent girls' andboys' interest in science in order to develop a curriculum that meets theneeds of all students. We interviewed 72 students in grades 6 - 8 to learnmore about their learning preferences for activities, materials, and resourceswithin the science curriculum. Overall boys and girls demonstrated similarpreferences for science activities, materials and resources with only a fewnoted exceptions. They shared a preference for a wide variety of activity-oriented strategies. Most importantly, males and females were particularlyinterested in activities and resources that are not commonly found in middleschool science classes. Both genders favored laboratory activities,experiments, field trips, videos, films, guest speakers, and the use of videorecorders. Both genders were more likely to mention a disinterest intextbooks, worksheets, and workbooks. A major implication of this studyis that a dynamic activity-oriented curriculum that incorporates a variety ofstrategies, resources and materials should enhance both male and femaleinterest in science.
AN INVESTIGATION OF THE EFFECT OF A SCIENTIFIC C5-7-2RESEARCH EXPERIENCE ON TEACHERS' ATTITUDES TOWARDINQUIRY-BASED INSTRUCTION.Douglas Huffman, University of Minnesota
The purpose of this study was to investigate theeffect of a scientific research experience onelementary and secondary science and social studiesteachers' attitudes toward inquiry-based instruction.The Research Exploration for Teachers program (REX)at the University of Minnesota teamed 32 teacherswith 16 faculty members in order to give theteachers a unique opportunity to actively engagein scientific research as a means of improvingscience instruction. Teachers' attitudes towardinquiry-based instruction were measured belore andafter the research experience with a 30 item LikertScale instrument that was designed by the author.Results indicate that the teachers not only beganthe research experience with relatively positiveattitudes toward inqury-based instruction, butalso reported significantly more positive attitudestoward inquiry-based jastruction on several itemsafter participating in the research project.
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C5-7-3AFFECTIVE CHARACTERISTICS OF URBAN AFRICAAMERICAN AMERICAN MIDDLE SCHOOL STUDNETSWITH HIGHLY POSITIVE ATTITUDES TOWARDSCIENCE.
Catherine Gardner, Mary M. Atwater, and John Wiggins,The University of Georgia
The increasing cultural diversity in science classroomsdemands research on students from underrepresentedgroups in the sciences. Research has determinedseveral cognitive factors that are significant to AfricanAmerican middle grades students with highly positiveattitudes toward science. From a sample of 2,288,data from a group of sixth, seventh, and eighth gradestudents classified highly positive in the area of atti-tudes toward science demonstrated significant corre-lations between attitude toward teacher, science self-concept, and science achievement motivation. Inaddition to the above results, sixth grade studentsattitudes toward science significantly correlated withthe science curriculum. Sixth and seventh gradestudents had significant correlations between familyattitudes toward science and studnet's attitudes towardscience. These results indicate that affective charac-teristics that urban African American middle schoolstudents bring into the classroom influence theirattitudes toward science.
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Symposium: Uses of Technology in Science Education ResearchC6
TEXTBASE ALPHA: A QUALITATIVE MANAGEMENT PROGRAM.Ron Browne and Charlene M. Czerniak, The University of Toledo
The purpose of this paper is to demonstrate Textbase Alpha, aqualitative management program, and explain how it was used in astudy of preservice teacher selftefficacy. This program playsonly a modest role in the analysis of qualitative data, comparedwith that of the researcher. The researcher, as with anyqualitative study, must decide which analytical procedure to use,which part(s) of the data are relevant to the study, how toorganize the data, and how to interpret it. However, TextbaseAlpha limits many of the tedious tasks involved in qualitativeresearch such as cutting, pasting, excerpting, and sorting. Thisprogram has three main operations: pre-coding, unstructuredcoding, and quantitative manipulation of qualitative material. Datacan be pre-coded when the research contains structured data suchquestions considered one category. When data does not have havepre-structured categories, the researcher reads, "segments"text, and codes the segment with a word representing its meaning.The resetircher can analyze the text by searching for words,discovering themes, explaining relationships, or conductinglinguistic analyses. Finally, data can be formatted andtransferred to SPSS for statistical analyses.
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Symposium: Research on Science Teacher EducationD1-1
SYMPOSIUM: RESEARCH ON SCIENCE TEACHEREDUCATION
Ronald D. Anderson, University of ColoradoCarole P. Mitchener, DePaul UniversitySusan Loucks-Horsley, The Network
Three researchers will each address a differ-ent component of science teacher education:theoretical perspectives (Anderson), thecurriculum of preservice science teachereducation (Mitchener), and staff develop-ment (Loucks-Horsley). Michael Padillawill serve as the discussant.
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Paper Set: Metacognition in ScienceDI-2
Reading Comprehension and Metacognition inScience: A Overview.Larry D. Yore, University of Victoria
This paper set is designed to summarize the progressmade in reading comprension since 1985 and tooutline the parallels between reading comprehensionresearch and contemporary science educationresearch. The interactive-constructive models ofreading and science learning have several unifyingcharacteristics. Schema theory, generative processes,episodic and semantic memories, strategic actions andmetacognition arise in both reading comprehensionand science education literature. These characteristicscould provide an interesting perspective for futureresearch. The paper set will summarize the readingcomprehension research, report on two researchstudies and outline future potentials and directions.This is accomplished from consolidating theindividual perspectives of reading educator, scienceeducator, and french language educator.
REASONING USING BIOLOGICAL CONTENT: RELATIONSHIPSAMONG EVIDENCE, THEORY, AND INTERPRETATIONSeithgringj., Cummins, Ronald G. Good, Sherry Demastes, andPatsye Peebles, Louisiana State University
This study investigated student reasoning using biological content.Students were given a simulation involving island biogeographyand were asked to explain the data in a "think aloud" interview.Research questions included: (1) What variables will students useto evaluate biological data?: (2) will students use the controllingvariables strategy in this context?; (3) to what extent will studentsinclude the theory of evolution?: (4) will the number of biologycourses taken have an effect on the evaluation of evidence?: (5)what effect will a researcher-introduced theory have on theinterpretation of the data? These questions drew on the theorybase involving formal reasoning, confirmation bias, problemsolving, and misconceptions. Thirty high school and collegeZoology students were part of a theoretical sample. Ninecategories of variables emerged from the data. The most oftenused variables, in descending order of occurrence, were (a) size,(b) distance, (c) human activity, and (d) habitat. Very fewsubjects considered time (evolution) as an important variable.Most students concentrated on one variable and did not try toestablish whether another variable might have more effect.Students used strategies to "explain away" evidence that conflictedwith their hypotheses. The effects of content on reasoning willneed additional research in a variety of domains.
THE RELATIONSHIP BETWEENANTHROPOMORPH1C/TELEOLOGICAL REASONING, AGE,AND THE STUDY OF BIOLOGYAnat Zohar, Yael Friedler, and Pinchas Tamir, The HebrewUniversity of Jerusalem
The purpose of this study was to investigate whether there aredevelopmental differences in teleological and anthropomorphicreasoning and whether biology students differ from non-biologystudents in teleological and anthropomorphic reasoning. The 168high school and university participants responded to aMicrocomputer-Based Interactive Test (MBIT) which identifiedtheir anthropomorphic/teleological versus causal reasoningpatterns. The findings of the study indicated that maturationcontributes to the development of causal, non-teleologicalreasoning between tenth and twelfth grade. It was also shown thatthe study of biology is a major factor influencing the ability todistinguish between teleological and causal non-teleologicalreasoning. The educational implications of the study refer to theneed to deal with the issue of causal, non-teleological reasoningexplicitly and repeatedly during the study of biology.
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THE DEVELOPMENT OF THINKING IN EARLY ADOLESCENTSRichard L. Williams, University of Victoria, and Betty L. Bitner,Southwest Missouri State University
The purpose of this paper was to develop a theory of cognitivedevelopment consistent with recent research results. These researchresults show a distinct plateau in the development of reasoning inadolescents as measured by the GALT instrument. The work builds onthe neo-Piagetian frameworks and applies specifically toadolescents between the ages of 12 and 15 years of age. The theoryexplains why some adolescents appear to regress in their reasoningabilities over a period of several months and indicates how teachersneed to be aware of the implications of this phenomenon. Suggestionsfor further research to test this hypothesis are indicated.
A TEACHER'S PERSPECTIVE OF THE IMPLEMENTA-TION OF PROBLEM-CENTERED LEARNING INCHEMISTRYNancy T. Davis and Maggie Holly, FloridaState University
The purpose of this study was to developan understanding of teacher change fromthe teacher's perspective. A teacher-researcher and a university-researchercollaborated in this on-going study ofchange as the teacher attempted to designand implement problem-centered learningin her high school chemistry classes.Findings report Lath internal (individual)and external (cultural) constraints tochange as well as factors whichfacilitated the change process. Issuesassociated with conducting collaborativeresearch with teachers includingphilosophical, ethical, and methodologi-cal issues are discussed.
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Contributed Papers: Qualitative ResearchD1-4
MICROCOMPUTER APPUCATIONS FOR DATA GATHERING ANDDATA ANALYSIS IN QUALITATIVE RESEARCH D1-4-1Patricia E, Simmons, University of Georgia
Microcomputers and appropriate instructi lnal software havethe potential to help students learn concepts and developproblem-solving skills and can serve a critical role inqualitative research as data generators, data collectors, anddata analyzers. The principal objective of this series ofstudies was to examine, extract, and analyze common andunique problem-solving characteristics and patterns ofsubjects who were expected to perform successfully whensolving problems. Microcomputer simulations based ongeneral problem-solving and genetics were selected as thevehicles with which to examine subjects genetics concepts andproblem-solving strategies. These simulation programsallowed users to specifiy particular systems to investigate byselecting various parameters. The principal microcomputersoftware employed in multiple data coding and analysis wasHYPERQUAL. The results of these studies have led to theformulation of a problem-solving model which is based uponlearners' interaction with a simulation where they controlwhich variables to manipulate, which models to construct,which problem solving strategies to test, and which scientificdata from the computer program to extract for generalizations2bout principles and patterns on,---ing their model.
QUALITY OF QUALITATIVE RESEARCH: ARATIONALE FOR CASE STUDY RESEARCHDeborah J. Trumbull, Cornell University and Debra Tomanek,North Dakota State University.
In this paper presentation we examine the nature of casestudy research in science education by discussing coretheoretical issues and illustrating these with some of ourresearch. The impetus for the paper arose from our concernwith recent work that claims to be case study research yethas not taken account of what we feel the requirements andstrengths of case study arc. When people do not make clearthe foundational assumptions that are at issue, they easily endup doing case studies that duplicate traditionalexperimentally-based research, but now using interview orobservational data. Traditional research is based on aHumcan notion of causation that holds that casual statementsare only statements of observed regularities. This notion ofcausality has led many education researchers to look forlawlike relations between variables. Case study research isbased on scientific realism, which LJIds that there areunderlying mechanisms operating in a bounded system. Awell-done casc study should explicate these mechanisms.Failure to address oie different assumptions about causalityleads to case studies that neither identify mechanisms norexplore the relations between specified variables, hencegenerate little knowledge of general use.
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A CASE STUDY OF PEER REVIEW AT THE TERTIARYLEVELCampbell J.-'McRobbie, Centre for Mathematics and
Science Education, Queensland Universicv of
Technology.
This research reports a case study approach to astaff development initiative of tertiary
lecturers. The initiative involves an actionresearch approach using the clinical supervisionmodel as the mechanism to promote teacher
reflection and collaboration with their peers.While this approach has been extensively appliedat school level, it has not been commonly
investigated at the tertiary level. The studyadopted a Schonian view of reflection to
investigate the issues on which collaborativediscussion occurred, what aspects of those
Anthony W. Bartley and Robert Carlisle, University of BritishColumbia, and Ruth Stavy Tel Aviv University
The 1991 British Columbia Science Assessment included a practicalcomponent. It has now become policy in B.C. that 'curriculum andassessment should be learner focused'. This paper set will describethe development of such a learner focused assessment through theactive involvement of students in expeiiments. The first paper dealswith the development of items, their sources, ourcriteria forselection and piloting in schools, administration procedures andassociated teacher professional development, and the analyticalframework. The second paper examines the results of theassessment at three levels, individual, school and provincial. Threemain issues are addressed, developmental, within-grade consistencyacross objectives, and gender.
A PROTOCOL ANALYSIS OF THE EFFECT OF TECHNOLOGY ON STUDENTS' ACTIONS,VERBAL COMMENTARY, AND THOUGHT PROCESSES DURING THE PERFORMANCE OFACID-BASE TITRATIONS.
Mary B. Nakhleh, Purdue University and Joseph S. Krajcik, Universityof Michigan
We investigated students' thought processes and actioos during acid-base titrations. Different levels of information were presented bythree technologies: chemical indicators, pH meters, and microcomputer-based laboratories. We hypothesized the level of information wouldinfluence students' actions and thought processes, as expressed inverbal commentary. We investigated students' pre/post understandingof acid-base concepts and concurrent thought processes and actionswhile titrating. Here we reports students' actions and thoughtprocesses while titrating. Data were collected from fiftoen secondarychem,stry students. Each student used one technology to titrate astrong acid, a weak acid, and a polyprotic acid with a strong baseThey verbalized their thoughts while titrating. Students then graphedpH vs. volume of base and discussed the titration with the firstauthor. Verbal commentaries were coded and analyzed for patterns inactions and for frequency of statement categories. Drawings wereanalyzed for shape, scale, and direction; discussions were analyzedfor understanding of acid-base neutralization. We found the techno-logy's level of information affected the focus of students' observa-tions. The microcomputer group focused only on the graph; othergroups exhibited multiple foci. We speculate the screen displayfunctions as an auxiliary short-term memory.
THE EH-ECTS OF QUESTIONS EMBEDDED IN SCIENCEVIDEOTAPES ON HIGH SCHOOL STUDENTS' AT1ENTIONLaura M. Barden, The University of Tennessee, Knoxville; WilliamG. Holliday; The University of Maryland at College Park; JamesCarifio, The University of Massachusettes at Lowell; Wm. J.Kermis, Southwestern Oklahoma State University.
Two experiments were conducted to determine the differential learningeffects of questions embedded in science videotapes on high schoolbiology students. Three single-topic, commercially availablevideotapes were usedthe three topics included digestion, atomicenergy, and population cycles. In both experiments, subjects wererandomly assigned to one of four treatment groups (which includedtwo lower-order and two higher-order question groups) or one of threecontrol groups. In Experiment I , the 307 subjects completed ancrientation session, viewed the population cycle videotape, and thencompleted two posttestsa free-verbal-recall and a cued-recall test. Adifferent group of 316 subjects participated in Experiment 2. Theycompleted an orientation and viewed three videotapes during a threeday period. After viewing the third videotape (population cycles),subjects completed a free-verbal-recall and a cued-recall test for thethird videotape. The results of those experiments suggested thatquestions inserted after segments of a videotape tended to influencesubjects' recall of question-related information but not their recall ofnon-question-related information. The results also suggested that thelevel of subject responses, not necessarily the level of the questions,tended to produce qualitative differences in attention and encoding.
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USING NETWORK COMMUNICATION TECHNOLOGY INSCIENCE TEACHER EDUCATION FIELD SETTINGSDennis W. Sunal, Cynthia C. Sunal, and DavidHedgepeth, University of Alabama, Tuscaloosa, 35487.
An investigation was conducted on the adaptationand use of network communication technology as a so-cial process and as educational enhancement in ateacher education program. As a social process the re-search considered the impact of network technology onprofessional communication at teacher education fieldplacement sites differing in facilitative support. As en-hancement, communication and science lesson plan-ning performance were considered. Fifty-eight noviceelementary teachers were selected for control and ex-perimental groups. Ease of contact and novice teacherattitudes were factors in the type and frequency of theclinical site communication related to science teaching.The administrative managers of the setting and the typeof facilitation given were primary factors related to thequality of communication enhancement effects in the sci-ence teaching experience. Implications for teacher edu-cation programs will be discussed.
PHASE II: A LONGITUDINAL STUDY ASSESSING THEEDUCATIONAL IMPACT OF A LEVEL ONE VIDEODISC-BASED ELEMENTARY SCIENCE PROGRAM
Lowell J. Bethel, James P. Barufaldi, Gayle V. Davidson andAnchir A. Syang, The University of Texas at Austin.
Determining the educational importance and impact on studentsof a level one videodisc based program in elementary schoolscience was the primary focus of this study. More than 17 schoolsystems, 37 teachers and approximately 1,100 students (N = 1,090)participated in the study over a two year period. This reportfocuses on the second year of a longitudinal study in which it wasfound that use of the Windows on Science Program did result insignificant amounts of science being taught weekly, increasedteacher enthusiasm (i.e. prevented burnout), improved students'attitudes toward science and technology, and significantlyimproved student achievement in science. The level onevideodisc-based elementary science program was effective inimproving science skills and knowledge and it was judged to beuser friendly for instructional purposes by teachers who pilotedthe program over a two year period.
FACILITATING SUCCESS IN ATTAINING SCIENCE STUDENTOUTCOMES: CONSTRUCTIVIST CONSTRUCTS AND INVENTIONSAPPLIED TO SCIENCE CURRICULUM AND INSTRUCTION.Robert J. Stahl, Arizona State University,
The purpose of this paper is to provide a detailed description of themajor assumptions, constructs, and principles of the Information-Constructivist perspective and detail its direct applications to sciencecurriculum, instruction, and assessment aligned with expectedstudent outcomes. The focuses are answering critical questionsasked of the constructivist, clarifying the details of this uniqueconstructivist perspective, and providing guidelines concerning itsapplication to teaching. The structure of the paper will center aroundanswering a series of questions. A major part of the paper willdescribe the theoretical construct labeled the "constructivistperspective" followed by representative sets of essentialassumptions, concepts, terms, principles, and implications. Oneimportant role of the paper will be to clarify notions of constructivism,especially one version of constructivism. This is a theoretical paperwith practical applications.
A STUDY OF THINKING AND LEARNINGIN ELECTRIC CIRCUITSHans Niedderer, University of Bremen, GermanyFred Goldberg, San Diego State University, USA
Our learning process study with three college studentsfocused on a microanalysis of thinking and learning duringan open-ended instructional unit of electric circuits. A locallydeveloped computer-video software program using apressure representation of potential was used to providestudents with a tool to develop their own ideas in thecontext of predictions and explanations of experiments withbatteries and bulbs. The whole process of six sessions wasvideotaped and transcribed. The qualitative interpretiveanalysis showed an interesting thinking and learningprocess varying between an everyday life view based on"local reasoning" and a science view involving causalreasoning using OHM's p-prim. Results are presented interms of a list of "cognitive elements" as our constructionsto explain students' way of thinking.Also, a description ofthe final state of learning is presented together withevidence from many statements of students and selectedvideo tape segments. t ';
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A DEVELOPMEN FAL ANALYSIS OF STUDENTS'CONCEPTIONS ON SHADOW FORNIATION
HSIANG-WU HUANGDerartment if :s
E3AO-TYAN HWANGDepictmcnt of Chemistry
NaConal Taiwan Normal University
:n -b;s study. diagnostic gr.up tests for st6dents' cors..-Ttions
shado.e ,v ere designed based on Piaget's original clin.Lal procedures. Mote
than i.r nundred studen's, including high school st,idents, noii-scn:Ice and science
maj :ollege students, were tested by using these instruments.
ric :-;1.2ep7i.,r; .15 poin.!d out by pro e;;;z:a.o".; oei e comt-irm.:d
..nd ne fearares k ere also disc a% ered among our swbjc,.:s. Tile meaning and
developments of these conceptions were studied statistically and analysed from a
Piagetian view of operational thinking. Three developmental levels were found.
The correlations of these conceptual levels and the gereral cognitive developmen-
tal stagesis indicated by the abilities of weight and ,olume concepts. u. ere also
statistically investigated. The levels of shadow formation were found to be highly
dependent on these cognitive stages.
The meanings of these findings to the teaching and learning kk er! discussed.
THE DEVELOPMENT OF FIRST GRADERS' IDEAS ABOUTMETAMORPHOSIS: THE ROLE OF FORMAL AND INFORMALLEARNING.
Daniel P. Shepardson, Purdue University.
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This investigation involved a case study of children's(First grade) ideas of metamorphosis, the origin oftheir ideas (informal learning), and the effect offormal learning experiences and small group interactionson their understanding of metamorphosis. The instruct-ional approach was based on the Generative LearningModel (Osborne & Freyberg, 1985).
Findings suggest that children's initial understandingof metamorphosis was incomplete and restricted to theirprior, informal experiences. Assimilation was promotedthrough anchoring formal learning experiences to thechild's existing ideas; and by providing additional,but contextually different experiences with thephenomenon. Small group interactions focused on thenegotiation of materials and status versus a sharingor negotiation of meaning. Teacher intervention, as anauthority, promoted negotiation of meaning withchildren, versus the negotiation of a consensualmeaning among children.
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Contributed Papers: Computer EducationD1-7
THE EFFECTS OF COMPUTER ANIMATION EMPHASIZINGTHE PARTICULATE NATURE OF MATTER ON THEUNDERSTANDINGS AND MISCONCEPTIONS OF COLLEGECHEMISTRY STUDENTS.Vickie M. Williamson and Michael R. Abraham, University ofOklahoma .
This study explores the effectiveness of a visual aid on students'comprehension of chemistry concepts involving the particulatenature of matter. The lack bf understanding of these conceptsmay be linked to the students' inability to visualize particula'.ebehavior. With the new technology of computer animation,dynamic and three-dimensional presentations are possible.Animations were used in two treatment situations: 1) as asupplement in large group lectures and 2) as both the lecturesupplement and an assigned individual activity in a computerlaboratory. These two experimental treatments were comparedto a control group. Four dependent variables were measured:conceptual understanding, the number of students holdingmisconceptions, course achievement, and attitude towardsinstruction.
S FRNIEGIC SIMUL/VVIONS IN I. )P.R( iRADUATF.
BIOLOGY: AN OPPORTUNITY I.OR INSTRUCTION.Anoelo Collins, Florida State University and DougMorrison, Rutgers University-Newark .
The purpose of thi\ study is to (lescribe I ) the transmission
genetics content knowledge (conceptions andmisconceptions) and 2) the genetics problem- solvingstrategies of 50.1 students in an undergraduate introductorybiology course. Using the computer program GENNTICSCONSTRUCTION KIT WI('K) the students solved a singlesimple-dominant piohlem ii uansmission genetics and wa letter explaining the solution and h()\ they arrived at it.Sixty-eight percent of the students presented a correct
Whily previmily itlenurt led mi.officeptind\, suchas the equivalence of dominance and frequency, wererevealed, new misunder standings \\ ere uncovered, such asvaried for ins of dominance and the I Unction (d.
The paper concludes with suggestions tor kno \, ledge
restructuring towards opened-ended ploblein solving and
with let:unintended instructional qrategies.
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THE LEARNING ENVIRONMENT AS A FOCUS FORTHE EVALUATION OF INQUIRY-BASED COMPUTERCLASSROOMSDorit Maor and Barry J. Fraser, Curtin University of Tech )iogy,
Perth 6001, Western Australia.
This paper examines the perceptions of 120 students and sixteachers of the learning environment in seven inquiry-basedcomputer classrooms. The subjects responded to theComputer Classroom Environment Inventory (CCEI) beforeand after using a computerized database Birds of Antartica.The database, which was used for two school terms, has thepotential for helping students to develop a wide range ofinquiry skills. Generally, there was a significant increase instudents perceptions on the Investigation and Open-endedness scales of CCEI after using thc database. Acomparison of teachers' and students' profiles of perceptionsat the completion of the program showed a similar trend.However, teachers' perceptions of the actual (post) classroomenvironment was more positive than those of the students onthree of the scales of CCEI: Open-endedness. Organizationand Material Environment. Other aspects of the evaluation notreported in this paper involved assessment of studentachievement on inquiry skills tests and a qualitativeinterpretive investigation of the processes involved in learningscience in inquiry-oriented and computer-based environments.Overall the different aspects 01 thc study providedcomplementary insights into teaming in a context which wasdesigned to emphasize both a constructivist approach andhigher-level outcomes.
USING MICROCOMPUTER SUPPORTEDINSTRUCTION TO MEET DIFFERING LEARNINGMODES.Carl Berger and Charles Dershimer, University of Michigan.
The purpose of this study was to find and describe variables ofuse as students became more familiar and successful with amicrocomputer supported chemistry instructional program. Amultimedia interactive software package was used as thelearning environment. The package contained screens ofinformation in text and picture form, animation, simulation,video segments, focus questions, inquiry questions and anorganizing concept map. Students could navigate by clickingon icons that initiated the next event or state of learning. Datawere gathered automatically in log files and over 2,250 statechanges were analyzed for 10 students having two experienceswith the program. Results indicated that students varied widelyin using the materials and with experience students movedfrom lower order skills of text/picture information and focusquestions to higher order skills such as inquiry questions anduse of concept maps. Such multirnodal learning tools canprovide opportunities for students with wide differences inlearning style. The implications of the research are that suchsophisticated programs can provide high level learning.Instructors using such tools can be more confident thatdiffering student learning needs arc being met bysupplementing their classroom experiences with multimediainteractive software programs for students.
PRESERVICE SCIENCE TEACHERS CONCEPTIONS OFSUBJECT MA I-1ER AND PEDAGOGY: A LONGITUDINALSTUDY OF PROFESSIONAL DEVELOPMENT.Norman G, Lederman, Oregon State University, Julie Gess-Newsome,University of Utah, Mark Latz, Oregon State University
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The purpose of this study was to assess the development and changes inpreservice science teachers' subject matter and pedagogy knowledgestructures as they proceeded through their professional teacher educationprogram and student teaching experience. Twelve preservice scienceteachers were asked to create repre3entations of their subject matter andpedagogy knowledge structures periodically (four times spanning theentirety of their subject-specific teacher education program) andparticipate in a videotaped interview concerning the eightrepresentations immediately following student teaching. Qualitativeanalyses of knowledge structure representations and transcribedinterviews within and between subjects were performed by one of theresearchers and "blindly" corroborated by the other two. Initialknowledge structures were not coherent and typically linear. Both typesof knowledge structures were highly susceptible to change as aconsequence of the act of teaching. Although there was some overlapbetween the two types of knowledge structures, they were seen to exertseparate influences on classroom practice with the pedagogy knowledgestructure having primary influence on instructional decisions.Implications concerning the interaction of knowledge structurecomplexity and translation to classroom practice as well as theconstruct of pedagogical content knowledge arc discussed.
TEACHERS' PERCEPTION OF CONCEPT MAPPING AS AMETALEARNING TOOL IN SCIENCE: A CROSS-NATIONAL
D2-1-2STUDYPeter Akinsola Okebukola, Lagos State University, Lagos, NigeriaOlugbemiro J. Jegede, University of Southern Queensland, Australia
Sparse literature exists on how science teachers are disposed to metechnique of concept mapping. The purpose of this study was to findout the perception of teachers on four aspect of the concept-mappingheuristic. These were: (1) learning how to make concept maps byteachers; (2) teaching concept mapping to students; (3) useability bystudents; and (4) perceived benefits of the heuristic. 135 biology,chemistry and physics teachers from Australia, Indonesia andNigeria were surveyed. Data collected using the Attitude TowardConcept Mapping Inventory showed that all the teachers werefavorably disposed toward concept-mapping as a metalearning toolin science. No significant inter-country differences emerged.Biology teachers of the three groups, found concept mapping to beeasiest to learn. All the three groups of teachers (biology,chemistry and physics) (a) did not find concept mapping tooabstract to learn; (b) were in agreement that you need not be veryintelligent to learn the strategy and (c) indicated that theirstudents are likely to demonstrate greater understanding of thesubject when they start using the technique. Implications forfurther research on. concept mapping and classroom practice aredrawn.
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USE AND EFFECTIVENESS OF DAILY JOURNALWRITING WITH PRE-SERVICE TEACHERSPatricia L. Hauslein and Patricia R. Simpson,St. Cloud State University
The purpose of this study was to determine the effects ofjournal writing on pardcipant 1) introspection as teachers andlearners, 2) self confidence, 3) sense of professionalism,and 4) understanding of the nature of science andtechnology. The effect of teacher comments on participants'willingness to engage in reflective thought was alsoexamined. Three groups of preservice science teachers wereused at various stages in their program. Both qualitative andquantitative measures demonstrated the effectiveness ofjournals in this study.
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CHANGES IN SCIENCE TEACHERS PERCEPTIONS OFSPECIFIC TEACHING SKILLS AND STRATEGIES:A LONGITUDINAL STUDY.Roger A. Norris, The University of Idaho
The purpose of this study was to measure changesin the perceived value of twelve teaching skillsand strategies typically addressed in a scienceteacher preparation program. Data were gatheredfrom twenty-seven individuals first while theywere engaged in a teacher preparation program,then again after they had accumulated up to threeyears of classroom teaching experience. Resultsindicated that experienced teachers rated skillsand activities involving direct classroom inter-action with students more highly than they didinitially, and that they rated lesson planning,sequencing, and content knowledge lower than theydid initially.
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THE ROLES OF THREE TYPES OF TEACHER KNOWLEDGE--CONTENT KNOWLEDGE, PEDAGOGICAL KNOWLEDGE, ANDPEDAGOGICAL CONTENT KNOWLEDGE--IN THE TEACHINGOF HIGH SCHOOL MENDELIAN GENETICSMary Louise Bellamy, NABT; Hilda Borko, Univ. ofColorado; David Lockard, Univ. of Maryland
This study examined the genetics, pedagogical,and pedagogical content knowledge of four highschool biology teachers in relation to theunderstanding of some of their students. Researchhas not been conducted previously which examinesrelationships among teacher science knowledgeand student understanding. Teachers who knewgenetics very well were observed and interviewedas the': taught a unit in genetics. Several stu-dents f each teacher were tested at the beginningand elid of the unit to determine their change ingenetics knowledge, the final test requiring themto think aloud and answer written and oral ques-tions. Qualitative methodology was used to analyzedata. Results indicate that (a) teacher contentknowledge alone is not enough to facilitate stu-dent understanding, and that intervening mentalprocesses involving PK and PCK are required, and(b) differences exist in the PK and PCK ofexperienced teachers of genetics.
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RESULTS 071 A SURVEY OF SECONDARY SCIENCEMETHODS COURSES IN OHIO, ILLINOIS ANDINDIANA
Steven W Gilbert, Oakland University
This study was undertaken to examinethe characteristics of secondary sciencemethods courses and methods courseinstructors in colleges and universitiesin Ohio, Illinois and Indiana. Resultsprovide a profile of methods coursedistribution and content. Threecategories of science methods instructorswere identified. Differences betweenthe gro'lps are disc'issed along withgeneral implications of the study.
TRIADS: A COLLABORATIVE APPROACH TO THEPREPARATION OF SCIENCE TEACHERS IN THE UNITEDSTATES AND ISRAELCheryl L. Mason, San Diego State UniversityJehuda Huppert, University of Haifa
Teacher preparation programs often have been criticized forunilaterally stressing either content or pedagogy, ratherthan a blending of the two, Teaching so that meaningfullearning can occur requires a true understanding of theinterconnectedness of content knowledge and learningtheory - science-specific pedagogy . It was the acquisition ofthis critical type of knowledge that led to the formation of theUnited States TRIAD teaching teams consisting of a highschool teacher, a professor either in biological sciences orphysical sciences, and a professor in science education,This four-year project. sought to develop and determine theeffectiveness of the TRIAD's endeavors to expose students tothe multiple facets of science and science education. Thephilosophy of the TRIAD approach at San Diego StateUniversity helped inspire the development of a new model ofteacher preparation at the University of Haifa-Oranim. Atboth sites, data collected via interviews, concept mapping,journal entries, class assignments and observationsreflected the positive impact of this collaborative approach toteacher preparation.
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EDUCATING URBAN AT-RISK STUDENTS: A NEW APPROACHTO TEACHER EDUCATION IN MATHEMATICS AND SCIENCEP.F.Abder, G.Orpwood and V.Svolopoulos,
New York University
The purpose of this paper was to describe thedevelopment, implementation and evaluation of a
science and mathematics teacher education programat an urban university. Initial development involvedthe compilation of a databank and a needsassessment which informed the program content. Theprogram focused on developing appropriate strategiesfor teaching science and mathematics to studentsfrom diverse and multicultural communities witha large percentage of female and at-risk students,and exposing science and mathematics teachers topersonal experience of the scientific enterprise.Program evaluation included attitude scales andobservation checklists f-r teachers nd attitudeand achievement scores I r student:-. Resultsindicated that both groups benefited significantlyfrom the experience.
ON THE FOAD TO EXPERT SCIENCE TEACHINGSTUDENT TEACHER-PUPIL INTERACTIONSGail Jones and Elizabeth Vesiland, University of North Carolina-Chapel HiU.
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The purpose of this exploratory study wasto examine student teachers' interactions over thecourse of a ten-week student teaching experience todetermine if interactions changed over time and tocompare the frequency of interactions with those ofexperienced teachers. Fifteen middle grades teach-ers were observed for six weeks with the Brophy-Good Teacher-Child Dyadic Observation System. Fre-quencies of interactions were obtained, and patternsacross three time periods were analyzed. Resultsof the study revealed significant differencesacross three time periods for student-initiatedinteractions and procedural questions. A U-shapeddevelopmental pattern emerged fnr seven of theeight variahlep; This pattern emerged across the fourdifferent content areas, regardless of the place of thelesson in the unit plan.
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A PROGRAM TO IMPROVE ELEMENTARY TEACHERS' PREPARATIONIN SCIENCE, PHASE II.
Eileen Gregory and Linda DeTure, Rollins College
The purpose of this project was to develop a model forteaching science to pre-service and in-service teachersthat would enhance their content background and improvetheir attitudes toward science. Four departments (Biology,Chemistry, Physics and Education) combined efforts to re-design the science program for elementary teachers at Rol]insCollege by developing and implementing a new sequence of sciencecourses. The Phase I courses included a science content courseintegrating biology and chemistry and a corresponding sciencemethods course. The second phase included the development of acontent course integrating the principles of earth science withphysics and an expansion of the social studies methods of 0.5course units to 1.0 course unit to incorporate sections relatedto geography and the environment. Pretest-posttest analysisshowed success in increasing the students' knowledge in basicconcepts for all the courses developed, as compared with studentsenrolled in science courses designed for non-science majors. Thefirst set of courses have been revised and the second set arebeing revised to achieve Freater success in improving sciencebackgr.)und and attitv,des towards science and science teaching.The set of courses have become a part of the regular curriculumfor undergraduate pre-service elementary teadhers.
COMPUTER USES IN SECONDARY SCIENCELABORATORY:PROJECT DESIGN, IMPLEMENTATION ANDEVALUATIONDeborah J. Trumbull Cornell University, John SchwartzIthaca College, Nancy Ridenour Ithaca High School
The presentation will describe a very successful NSF-fundedsummer program at Ithaca College that has run for threeyears. The intent of the project was to introduce high schoolteachers to the uses of computers in sccondary sciencelaboratory teaching. Workshop panicipants learn to usecomputers to run statistical programs to analyze experimentaldata or to program computers to work with data-gatheringinterface devises they built. One of the project organizerswill describe a brief history of the project and explain howthe focus decisions were made. One of the project staffteachers will describe implementation various that arose inthe school and the ways the project solved them. Theproject evaluator will indicate the data that indicate that theproject was highly successful and identify some of thevariables that contributed to that success. These includeproject design decision and teacher's conceptions of sciencelaboratory skills.
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A PRELIMINARY STUDY OF THE EDUCATIONAL OUTCOMES OFTEACHER SUMMER INTERNSHIPSTeri Metcalf and Robert K. James, Texas A&M University
The purpose of this study is to assess the educational outcomes ofteacher summer internships in terms of teacher beliefs about howthe experience will impact their classroom teaching. The internshipprogram assessed in this study is the Teacher-in-Industry programwhich is coordinated by the Texas Alliance for Science, Technologyand Mathematics Education. This study compares the outcomes ofteacher participants with a group of teachers not selected toparticipate in the program. Beliefs and attitudes were measured ona 15 item Likert scale instrument designed by the authors.Preliminary findings are based on 18 instruments returned from theparticipant group and 14 from the reference group. Preliminaryfindings show an increase in means (between pre and post) for theparticipant group, and a decrease for the reference group. Thissuggests that the teacher summer internship program has had apositive impact on teacher beliefs and attitudes about theirteaching. In a post evaluation, teacher participants give theprogram high ratings in terms of the internship experience,educational outcomes and classroom transfer. Preliminary findingsof this study suggest that summer internships have significanteducational outcomes in science, technology and mathematics,and are an important form of professional development forteachers.
EFFECTIVE MEASUREMENT OF AFFECTIVE OUTCOMESIN CURRICULUM EVALUATION
Léonie I Rennie, Curtin University of Technology
An instrument measuring students' attitudes and perceptionsabout technology was used in separate evaluations of twotechnology curriculum projects. Its use was effective in anevaluation of curriculum materials to teach technology togrades 5 to 7, but not effective in an evaluation of a program tointroduce technology education into the curriculum of six highschools. The effective measurement in the first evaluation wasattributed to the project's clear statement of intended affectiveJutcomes, enabling the instrument to be designed to match thequestions guiding the evaluation. Intended affective outcomeswere not clearly stated in the second evaluation and, althoughthe instrument appeared to be appropriate, no interpretablepattern of change emerged. This result could mean either thatthe program was unsuccessful in changing students' attitudesand perceptions about technology, or that the instrument didnot measure those variaLes which more appropriatelyreflected the outcomes of the program. The findings indicatethat effective measurement of affective outcomes is morelikely when intended outcomes are clearly articulated andwhen program outcomes and measures are demonstrablymatched.
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THE FFFFCTIVENFS5 OF DIFFERENT TEAcHTM1 HODFI.S FORSC[ENCE coucFrTuAL CHANEHrme Dai Tairci !lunicipnl Teachers collegeJoseph Riley, University of r;eorgin
This investigntion is a follow-up study of theidentificntion of mi'sconception ahout the moonheld by 5Lh nnd Gth graders in Tniwnn. ThPpurpose of this investigation is to determinewhether using focused teaching materials designedto present accurate scientific eoncepts and usingeffective loaching models will result in childrenrhaning thcir misconceptions related to the moon.Two intact classes wore assigned as experimentalgroup that received role-playing instruction. Theother two intact classes were assigned as controlgroup that received lecture-oriented instruction.The instructional trentment was conducted over 2weeks at 4 elementary schools in Taipei, Taiwnn.The previously developed MIT was used as adiagnostic- instrument for pre- and post-tests.Hosults indicated significant increases on bothpesitests. However, experimental group wnssignifir.antly gain bettor than the control pt,roup.
The results too shown thnt lhe hoy did not lenrnrho Iron concepts as taught better than girls andthat the interaction of cr,K and trentment is notsignificant. How the students' misconceptionsnbout the moon have cerr chnnged to sr,:uratr.eon,,plion, worn ststed. lt was ooncludod thntrole-playing Leaching model is hir;hly recommendedfor trachihg the mIvement of the sun, earth andmoon.
ORIGIN OF ALTERNATIVE CONCEPTIONS: SOME NOTESFROM CROSS-CULTURAL RESEARCHEuwe (Ed) van den Berg, Center for Development Cooperation andServices
Misconception surveys as well as some more in-depth interviewstudies were conducted by the author and students in Indonesia invarious branches of Physics sucn as mechanics, electricity, heatand temperature, and optics. Results at secondary school anduniversity levels show the same kinds of misconceptions andstudent reasoning as in western countries.The results of these studies show a rather striking similarity instudent (mis)conceptions across cultural and environmentalboundaries and across education systems. Together with theresults of studies of conceptions of physicists in history, resultsof cross-cultural studies suggest a rather minor role for culturalvariables and (variation in) the man-made environment on theformation of Physics conceptions. This conclusion might be ratherunexpected to those with experience in non-western cultures, asculture seems such a pervasive variable in human behavior andthinking.Somehow the physics conceptions (including alternativeconceptions) get abstracted out off complex Mixtures of context-and culture-rich stimuli. This and some of the alternatives willbe reviewed in the paper using the author's data.
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ALTERNATIVE CONCEPTIONS AS CATALYST FOR CONCEPTUAL CMANGE.Randy McGinnis and Joseph P. Riley II, University of Georgia
The underlining assumption of this research is that awareness ofalternative conceptions can inform and enhance instruction. Thepurpose of this study was to design an effective conceptualchange teaching strategy using alternative conceptions as a
catalyst for conceptual learning. The subject matter taught wasthe phase of the moon; a topic extensively documented in the
.literature, as being one in which students hold variousalternative conceptions. Guided by proponents of contructivistteaching, this research has achieved encouraging results thatoffer hope for classroom teachers searching for effectivestrategies to bring about conceptual change in subject matter.
THE RELATIONSHIP BETWEEN MENTAL MODELSRELA I hD TO THE PARTICULATE NATURE OF MAITERAND THE liNFNITE NATURE OF GEOMETRICALFIGURESDina Tirosh & Ruth Stavy, Tel Aviv University
In the course of a research project now in progress, threeexternally similar problems were presented to students in the 7thto 12th gades. The first problem concerned an ideal, geometricalline segnent, while the other two dealt with material substances(copper wire and water). All three problems involved the sameprocedure: successive division. Two of the problems (linesegment and copper wire) were also figurally similar. Our dataindicate that the procedural similarity had a profound effect onstuderys' responses, whereas the figural similarity affectedresponses to a much lower extent. The predominant effect of theprocedural similarity suggests that the repeated process ofdivision has a coerciveness effect that imposes itself on students'responses and encourages them to view successive divisionprocesses as finite or infinite regardless of the content of theproblem.
FROM CONCRETE TO THEORETICAL: ANANALYSIS OF TWENTIETH CENTURY, HIGHSCHOOL CHEMISTRY TEXTBOOKSLee Meadows, University of Georgia
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This research analyzed high school chemistry textsspanning the twentieth century for growth in the amountof text and shift in focus from concrete to theoreticaltopics. Twenty-five texts were analyzed, ranging inpublication date from 1902 to 1989. Analysis reliedchiefly on the tables of content, using chapter text onlywhen chapter titles were ambiguous. Total text area wasalso calculated. Results indicate a reversal in contentfocus during the twentieth century: Texts from the early1900's focused 75% of their content on concrete orapplied chemistry; texts from the 1980's focused 90-1009on theoretical topics. Text size tripled throughout thetwentieth century.
rEACHING SCIENCEPLUS: AN 0BSE1VA1TONAL SURVEY OFSCIENCE TEACHING IN NEW BRUNSWICK AND NOVA SCOTIAGRADES 7, 8 AND 9Charles P. McFadden, The University of New Brunswick
An observational survey was conducted in 24 D2-3b-2randomly selected sdhools in Nova Scotia and NewBrunswiCk. These Canadian provinces are among thefirst educational jurisdictions in North America tohave implemented a constructivist, STS curriculum intheir junior high schools. Access was gained to 90%of the SciendePlus classrooms in these schools. 165
class periods of instruction from 63 teachers wereobserved.
A chronological record of classroom events waskept, with a focus on evidence of student engagementin meaningful learning. Every kind of learningactivity observed was recorded and classified.
The report of this research includes frequenciesand duration of the different forms of learningactivity and kinds of classroom interaction that tookplace. An overall qualitative indicator of theobserved classroom interaction was used. It was foundthat the average student in these classrooms wasengaged over 70% of class time in educationallymeaningful learning (defined somewhat narrowly toinclude activities that evidently facilitate concept
and skill acquisition InaliVor engage the student in
imaainative or .critical thouaht).
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CONTINUOUS INTEGRATED CURRICULUM EVALUATION:THE CASE OF THE ISRAEL HIGH SCHOOL BIOLOGYPROGRAMPinchas Tamir, Hebrew University of Jerusalem
The case of Israel High School Biology Program (IHBP) isespecially suitable to serve as an example for the impact ofintegrated evaluation. Close to 100 evaluation and researcharticles were published during the 20 years of its existence inprofessional literature, mainly in the USA and the UK. A wealth ofinformation may be found in sources such as the Biology Teachers'Bulletin which published more than 120 issues in the long lists ofinservice courses, in e matriculation examinations, in theindividual research projects of students and in the wealth ofinstructional materials for students and teachers.This paper presents an overview of the published evaluation andresearch articles and shows the development of ideas, the solutionsto problems, the impact of evaluation on practice and theinteraction between evaluation and research.
COMPUTER INCLINATION OF STUDENTS AND TEACHERS IN D2-4a-1RELATION TO THEIR STS VtEWSUri Zbller, Haifa University-Oranim, and Stuart Donn,
University of British Columbia
The 'computer inclination' (CI) of 881 llth-gradestudents and of their 181 teachers in relation to
their STS views was assessed in randomly selected highschools in British Columbia using a two-partquestionnaire: a short, modified version of the Surveyof Attitudes Toward Learning About and Working WithComputers for the CI and a condensed form of the VOSTSInventory -for the STS views. Significant differencesbetween the computer inclinations of non-STS STS and
STS students and between the STS views of non-STS andSTS-teachers and students in the "attitude" categorywere found, but there were no differences betweenother subgroups on these dimensions. ComputerInclination Indices (CII) and Science/TechnologyIndices (STx) have been defined and used for the
elucidation of possible correlations between the CIIsand the STxs. It is argued that the CIs and STS viewsof both students and teachers should be assessed and
taken into consideration by the educational policymakers and developers of future science curricula and
teacher training programs, if the goals of the
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SOFTWARE TOOLS TO ASSIST THE LEARNING OF SCIENCE
AMONG HISPANIC STUDENTS.Jaime Hernon S6nchez, Educational Computing Center, University of
Antofagasta, Antofogasto, Chile.
The purpose of this study was to produce a science learningmoteria_ we labelled CAMETO, a computer software to assist biologyeducation at the secondary and tertiary level. The software
integrated modern curriculum and instructional psychology viewsabout the teaching and learning of science. The stages of design,develop, and evaluation of the software are fully analyzed on thebasis of the methodology used to construct GAMETO. The implicationsfor biology education are discussed in terms of improvement the
teaching and learning of biology by =king special emphasis onnew approaches for learning concepts and processes involved inthe biology of reproduction. Results indicated that it is possibleto develop dynamic software to assist efficiently science learners
in their understandings of basic concepts and processes in biology
by implementing a new and modern tool to attain some criticalbiological learning objectives more meaningfully.
A COMPARISON OF EDUCATIONAL PERSPECTIVES OF SCIENCE D2-4b-1TEACHERS, INDUSTRY PERSONNEL INVOLVED IN A BUSINESS/EDUCATION PARTNERSHIP AND INDUSTRY PERSONNEL NOTINVOLVED IN A PARTNFRSHIP.Glenda Carter and John Park, NCSU
The purpose of the study was to analyze the viewsof teachers and business people involved in abusiness/education partnership as fl as those nctinvolved in a partnership. All groups weresurveyed to ascertain perspectives on the following:l)Typical school day;2)Strategies used in teaching3)Major educational deficiencies of those enteringthe workforce. Data analyzed to date indicates thatthese industry personnel involved in partnershipshave a very clear undersLanding of the types ofactivities and teaching stratgies that go inmiddle school and nigh school science classrooms.Educators and partnership industry personnel alsolisted the same educational deficiencies of thoseentering the workforce with no significantdifference in the frequency of response. Additionaldata is now being collected from industry personnelin similar type of industry not involved inbusiness/teaches partnership. Comparisons of th-thrPe groups will be made upon completion of datacoHection.
VALIDATION OF A SCHOOL-BUSINESS PARTNERSHIP PROGRAM
The Project SMART "Kids at Work" program is a new model forcooperative partnerships between schools, industry and highereducation to improve school science and mathematics instruction. Inthis program, a local business makes an industrial site available forvisits by children at neighboring schools. A team of teachers, withsupport from business and the university, develop classroomactivities to precede and follow field excursions. These activities
are correlated with the elementary curriculum, and are explicitlydesigned to show how school science and mathematics are used byadults in the workplace. Staff development workshops are offered byproject teachers at the industrial sites. This paper reports on theevaluation of the "Kids at Work" Program. Attitudinal data arepresented from the New York State Elementary Science ProgramEvaluation Test, a survey of fourth grade students and theirteachers, administrators, and parents); and the Science UtilityEvaluation, an attitudinal instrument focusing on perception of pastond future performance in science, perceived usefulness, andenthusiasm.
The Effect of Levels of Group Cooperation on Students'Achievement in Physical -cience LaboratoryHuey-Por Chang, Department of Physics, National ChangHua University ofEducation, Taiwan, ROCNorman Lederman, Department of Science & Mathemat cs, Oregon StateUniversity, OR 97331
The purpose of this study was to investigate the effect of the levels of groupcooperation on students' achievement during a series of physical sciencelaboratory activities. Six intact seventh grade physical science classes taught bytwo teachers, with each teacher instructing three classes, were selected from twomiddle schools. For each teacher, one of the classes was taught with atraditional approach (no cooperative goal structure). The other two classes wereassigned to a cooperative goal structure (role assignment and non-roleassignment). There were no significant differences on the students' finalachievement with respect to the three instructional approaches followed by eachteacher. The teacher effect was more significant than instructional approach onmanaging, manipulating, observing, reading,a nd writing behaviors. Nosignificant teacher effect was found for the other behaviors. Only one treatmenteffect was significant, writing behavior. In teacher A's classes, reading behaviorpredicted 21% of students' achievement. However, no significant correlationsexisted between the ten collaborative behaviors and students' achievement inteacher B's classes.
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SCHOOLYARDS AS CLASSROW;S : A STUDY OF THEIS D2-5a-2EFFECTIVENESS.Linda L. C:onin-Jones, University of Fla.
This study compared the effectiveness oftraditional indoor environmental scienceinstruction and outdoor schoolyard environ-mental science instruction. Four intactclasses of third and fourth graders receivedno instruction, four classes received 10days of traditional indoor instruction andfour classes received 10 days of outdoorschoolyard instruction. A modified SolomonFour experimental design was used and pcsttest scores on content knowledge andattitude measures were compared. Resultsindicated that students receiving schoolyardinstruction learned sionificantly more thanthose receiving traditional instruction.Althougl: both treatment groups developedmore positive environmental attitudes as arLsult of instruction, no signif-icantdifferences were found between the attitudesof students receiving schoolyard instructionand those receiving traditional instruction.
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WHAT IS HAPPENING INSIDE UNSTRUCTURED GROUPS? PATTERNA.::D TYPE OF VERBAL INTERACTIONS OF INTERMEDIATESTJDENTSCatherine R. Conwell-Nesbit, Faye G. Humphrey, JackFleming, University of North Carolina at Charlotte
The pattern and the type of verbal interaction withinurstructured learning groups was examined in this study.Who spoke and who was spoken to within the group wasrecorded. Twenty-eight students from seven intermediate:7:rade level classrooms, grouped heterogeneously forgender and race, and homogeneously for their grade leveland ability in science, were selected for observation.The students were videotaped while participating in ascience lesson. Both qualitative and quantitativeanalyses were part of the research design. In general,the pattern and type of ITerbal interactions were notsignificantly different between males and females andbetween Blacks and Whites. An analysis of trends sug-gested that males talked more to males; females talkedmore to the group; and Black females interacted themost actively, both positively and negatively. Blackfemales spoke more negatively to White males as well asthe White males to the Black females. Finally, Whitemales were spoken to the most and White females theleast.
CREATIVE DRAMA AND THE ENHANCEMENT OFELEMENTARY SCHOOL STUDENTS'UNDERSTANDING OF SCIENCE CONCEPTS.Michael Kamen, Auburn University
Two elementary classrooms in which creative drama was usedas a part of science instruction were studied. The purposewas to investigate creative drama as a teaching strategy toenhance student understanding of science concepts. The twoteachers were former students of the researcher. Theyresponded to a letter asking for volunteers to participate inthe study. This qualitative study used four instruments toinvestigate the effectiveness of creative drama in the scienceclassroom: (1) writtcn tests for the students; (2) interviewswith the students; (3) interviews with thc teachers; and. (4)direct observations. The results support the use of creativedrama. The students improved on the content assessment.Both the studcnts and the teachers reported benefits from theuse of creative drama, including a better understanding of thcconcepts and improved motivation and interest in science.Recommendations include the incorporation of creativedrama techniques in elementary science methods classes andcontinued research into the support needed by teachers touse creative drama effectively and appropriately in teachingscience.
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CHILDREN ATTENDING SCIENCE CAMP: THEIR HOME ENVIRONMENTChrista R. Winter, Lewis and Clark College
The study examined the home environment of children whoattended science summer camp. Of special interest wereassociations between the home environment and gender ofthe child, and the home environment and economicstatus of the parents. Interviews were conducted with
23 parents of seven to ten year old children.Questions focused on demographic information, parents'
value of science, science orientation in the home, andparents' view on child development and camp experience.
Interview data were analyzed via content analysis.
Findings indicated a strong science orientation in thehome. Parents valued science regardless of their levelof education and income. Most parents were well-
educated with a moderate to high socioeconomic status.Parents of less privileged children (all female)
emphasized science learning and future science careersmore than others. Gender differences pertained to
developmental aspects and career options with girl's
parents focusing on girl's academic development and
science careers.
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PRESERVICE ELEMENTARY AND SECONDARY SCIENCE METHODSTEACHERS: COMPARISON OF FORMAL REASONING, ACTSCIENCE, PROCESS SKILLS, AND PHYSICAL SCIENCEMISCONCEPTIONS SCORESBetty L. Bitner, Southwest Missouri StateUniversity
The purpose of this causal-comparative study was tocompare reasoning level, ACT science, processskills, and physical science misconceptions ofpreservice elementary and secondary scienceteachers and to investigate gender differences. Thestratified randomly drawn sample (N = 68) consistedof preservice elementary and secondary sciencemethods teachers. During the first two weeks ofclasses, the GALT, TIPS II, and PST wereadministered. Seventy-six percent of the sample(85% of secondary and 68% of elementary) wereformal reasoners. Only 39% of the preserviceelementary teachers correctly answered item 27, anidentifying and stating hypothesis objective, onTIPS II. Sixty-five percent or more of thepreservice secondary teachers had correct responsestp the TIPS items. Misconceptions inelectromagnetic phenomena/electricity/light,motion, and mass were found most often. Significanttwo-way ANOVAs (R < .01) were found on the ACTScience in favor of the secondary teachers and onthe PST in favor of males and secondary teachers.
THE RELATIONSHIP BETWEEN TEACHER CONTENT ANDPEDAGOGICAL CONTENT KNOWLEDGE AND STUDENTCONTENT KNOWLEDGE OF HEAT ENERGY & TEMPERATUREShirleyMagnusson, University of MichiganHilda Borko, University of ColoradoJoseph S. Krajcik, University of MichiganJohn W. Layman, University of Maryland
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This study examined the influence of science teacher contentknowledge (CK) and pedagogical content knowledge (PCK) onstudent knowledge acquisition after teachers conducted instructionabout heat energy and temperature. Transcripts from semi-structured interviews conducted at the beginning and end of theschool year provided the sole source of data . The sample conisted ofeighth-grade teachers (n=6) and one randomly-selected student fromeach of their classes (n=22). There was evidence of a relationshipbetween teacher CK, PCK and student knowledge; however, the moststraightforward finding was that students who experienced the mostand least instruction emphasizing the distinction between heat energyand temperature exhibited the most and least improvement inknowledge, respectively. Nevertheless, the results were bestexplained by considering that changes in student knowledge were afunction of specific instruction as well as teacher CK and PCK. Whenteacher knowledge was strong and activities about the distinctionbetween heat energy and temperature were many, student knowledgeimproved; when teacher knowledge was strong but such activities werefew, student knowledge did not change; and, when teacher knowledgewas not strong, student knowledge did not improve, and in some casesdecreased, regardless of the activities.
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ACCEPTANCE AND RESISTANCE AS FORMS OF TEACHERS'
PARTICIPATION IN CHANGERoberto Monteiro and James Gallagher, MichiganState University
During the past four years, a new professionalrole -- the Support teacher -- has beenimplemented in four junior high schools as part of
a restructuring program. Interactions among four
junior high school science teachers about
proposed changes in teachers' roles were studied,
using an interpretive methodology. The study was
done to explore the nature of their participationduring this attempt at adding the support role totheir professional roles. Techniques usedincluded l)document analysis, 2) participantobservation of ongoing interactions, 3) open ended
interviews, and 4) subjects' written or spoken
reactions.. By studying two science teachers who
were in the Support Teacher role, which alsoinvolved daily teaching responsibilities, and two
teachers who were regular classroom teachers in
the same schools as one of the Support Teachers,
it was possible to penetrate the complexitiesinvolved in teachers' participation in both
accepting and resisting to changes that wereproposed by the project. The findings in thisstudy may contribute significantly to the
understanding of reasons for success and failure
of attempts at change in science teaching.
THE PRESERVICE ELEMENTARY SCHOOL TEACHERS'ATTITUDE TOWARD SCIENCE TEACHING AND ITSRELATIONSHIPS WITH SELECTED VARIABLESTien-Yinq Lee, National Taiwan Normal Uni-versity
The purpose of this study is to understandpreservice elementary school teachers'attitude toward science teaching and itsrelationships with selected variables.Selected variables included basic scienceknowledge, final grades of science courses,method course and student teaching, thenumber of science courses taken, gender,science process skills, scientific attitude,and reasoning ability. The 576 graduatesfrom junior teacher colleges in 1990 wereinvolved. Data were analyzed through fre-quencis, correlation and multiple regres-sion. Results indicated that 90% of preserv-ice teachers agreed with the importance andthe nature of science. However, most of themwere afraid of teaching science. Basicscience knowledge, gender, scientific atti-tude are stronger predictors of preserviceteachers' attitude toward science teaching.
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A PRELIMINARY ASSESSMENT OF SCIENCEPROCESS SKILL ACHIEVEMENT OFPRESERVICE ELEMENTARY TEACHERSR. Doran, SUNY at Buffalo, and L.DeTure, Rollins college,D.v,oxiford
The purpose of this group ofstudies is to begin to analyze andassess the preservice elementaryteacher's level of achievement in thekind of laboratory process skills thatthey will be expected to teach in theelementary schools.As an outcome of a study conducted inAustralia using the process skillpractical tests to test grade 5 and 9students, a group of U.S. researchersdecided to explore the possibility ofusing the standardized set of tests toexamine the preservice elementaryteachers process skill development andto explore other variables such as theeffect of elementary science methodscourses, the relation with otherstandard tests and commonmiscrnceptions of preservice teachers.
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Discussion Group: Problem-solving/Use of AnalogiesD2-6
GIFTED SEVENTH GRADE GIRLS' STRATEGIES ON AMECHANICAL DESIGN TASK.Marilyn L. Fowler, Austin Independent School Dist.
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A random sample of eight gifted seventh gradegirls was selected for this descriptive investi-gation into strategies associated with successon a mechanical problem. Each girl was intro-duced to the Capsela Building Set and was thendirected to "design and build a fan about twelveinches tall that will cool your face and rollaround." Transcripts of thinking-aloud recordingswere analyzed using a Problem Solving AnalysisGuide developed by the researcher and, as a result,the most common problem solving strategies andskills the girls used were found to be Investi-gation, Trial and Error, Attention to Detail,Energy/Work Analysis and Use of Hints and Cues.After quantifying the number of times eachstrategy was used and comparing it to success withand timely completion of the task, it becameevident that Attention to Detail and Energy/Work
'Analysis were strategies most associated withsuccess on the mechanical design task.
A WANINGLESS BUT NONALGORITHMIC SOLVING COURSE: SOLVING A D2-6-2GRAPHING PROBLEM ABOUT OSMOSIS BY ANALOGY
June T. Zuckerman, Queens College-- CUNY
A meaningless solving course is independent of the solver's
conceptual knowledge. This paper is the first to document a
meaningless but nonalgorithmic solving course that generated
a correct solution to an unfamiliar problem. This solving
course is significant for two reasons. It demonstrates that
(a) an unfamiliar problem need not be solved meaningfully
to be solved correctly and (b) a meaningless solving course
need not be algorithmic. This study was undertaken to con-
strain the meaningful solving of a graphing problem about
osmosis. The solvers were 14 high school students. They
were also novices, solvers unfamiliar with the problem. Each
solver generated a think-aloud solving of the problem, a
pencil-and-paper solution, and a retrospective report of the
solving course. The data were used to assess respectively
whether the solving course was meaningful, the solution was
correct, and the solver was a novice with respect to the
problem. Thirteen of the 14 solving courses were meaningful.
The one meaningless solving course was primarily the execu-
tion of the heuristic solving a problem by analogy.
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AN EXPLORATORY STUDY: THE RECOGNITION OF PROSESTRUCTURES AND THE CONSITIUCTION OF GRAPHICPOSTORGANIZERS ARE MORE USEFUL IN COMBINATION THAN INISOLATION.George F. Spiegel. Jr , Science Education Center, University ofTexas at Austin
The purpose of this study was to measure change in recall andretention of science knowledge in community college Anatomyand Physiology students who participated in a 14 hour (8 week)study skills class. The class emphasized the recognition of thesix common science textbook prose structures (cause andeffect, classification, compare and contrast, enumeration,generalization, and sequence) and the construction of graphicpostorganizers of the prose structures. A pretest, two immediateposttests, and a retention posttest were used to measure recalland retention. Results indicated that on immediate posttestsstudents that actively construct graphic postorganizers of theprose structure recall significantly more content than thosestudents (controls) that simply underlined, reread, or highlighted.On a three week retention posttest those students in the classretained significantly more of the material studied than thecontrols.
PERFORMANCE ASSESSMENT: IMPLEMENTING THE TASSX MODEL FORSEQUENCING INSTRUCTION IN SCIENCE PROBLEM SOLVINGCarol L. Stuessy and Gil Naizer, Texas AO( University
The purpose of this study was to integrate performanceassessment in the design of a new model for sequencingscience instruction and to evaluate the model'seffectiveness in teaching problem solving. In line withthe reforms occurring in curriculum, instruction, and
assessment in science education, the TASSR model was
designed to provide teachers with a framework to guide their
decision maki-; about instructional sequencing. The modelincorporates performance assessment data to support the
antuitive strengths and understandings of teachers in
selecting contextually appropriate instructional sequences.Each lesson has a ^novelty profile- determined by atudents'familiarity with the content, strategies, and context of thelesson. By manipulating the teaching methods associated
with any of these dimensions, the teacher impacts the
profile of the task. The TASSR model was used to design an
instructional sequence for fifteen preservice elementary
teachers to solve problems about flying objectn. Three
performance assessments and 8 transfer teaching task werepiloted. Preservice teachers also were tested withtraditional measures of science content and strategyknowledge. Data sources from performance assessments,
transfer teaching tasks, traditional pre- end post-assessments, and observations of classroom problem-solving
sessions were used to make conclusions about the
effectiveness of the model.
Analysis and synthesis of studies related to theeffectiveness of analogies in science learningZoubeida Dasher, University of Delaware
The purpose of this study is to critically examinestudies dealing with the effectiveness ofanalogies in science learning in an effort tounderstand or explain apparent contradictions infindings. Theoretical treatments of analogieswill be related to the analysis of empiricalstudies and a synthesis of our current state ofknowledge of instructional analogies in sciencewill be discussed. Based on this synthesis, areasin need of further investigation will beidentified and a research agenda will be proposed.Also, a set of caveats and recommendations forteachers, teacher educators, and researchers willbe presented.
STUDENTS' PROBLEM-SOLVING IN MECHANICS:PREFERENCE OF A PROCESS BASED MODELMeir Meidav, Ruth Stz,vy, Zehava Asa, Tel Aviv UniversityYoram Kirsch, The Open University, Israel
There are many problems in physics which can be solved bymore than one theoretical model. For example, manyproblems in mechanics can be s.olved either by Newton'sLaws of Motion or by the Law of Conservation of Energy.Research in science education has indicated theinexperienced solvers (novices) and experienced solvers(experts), use inappropriate Inodels for solving problems.The objective of this study is to find out how physics-majorhigh school students (novices) and high school physicsteachers (experts) solve problems in mechanics and whichmodel they use. Thirty-four eleventh grade students(novices) and twenty-two physics teachers took part in thisstudy and received two types of problems: open-endedcomputational problems and multiple choice problems. Themajority of the experts preferred a model based on the Lawof Conservation of Energy (structure based model), whilethe novices preferred a model based on Newton's Laws ofMotion (process bases model).
AN ANALYSIS OF THINK-ALOUD PROTOCOLS OF STUDENTS'UNDERSTANDING OF THE MOLE CONCEPT AND ITS USE INPROBLEM SOLVINGJohn R. Stayer and Andrew T. Lumpe, Kansas StateUniversity
The authors' purpose was to determine: 1) Howstudents define the mole; 2) how students explain thenumerical identity between the atomic/molecular massof a substance and its molar mass; and 3) connectionsamong students' definitions of the mole, theirunderstanding of the numerical identity issue, andtheir ability to solve mole concept problems. Twelvecollege students enrolled in a chemistry course forstudents with little or no background in chemistrywere the subjects. Each subject participated in athink-aloud protocol that focused on the authors'purposes. The authors content analyzed writtentranscripts of the audio taped think-aloud sessions.Results indicate that students vary in how theydefine the mole, and their definitions are connectedto their understanding of the numerical identityissue. Moreover, students' understanding of thenumerical identity issue is a major stumbling blockin terms of their ability to solve two atomic masscalculations in the think-aloud protocol.
A STUDY ON STUDENTS' CONCEPTIONS OF VAPORIZATIONHwang. Bao-tyanDepartment of ChemistryHuang, Hsiang-wuDepartment of PhysicsNational Taiwan Normal University
The concepts of vaporization are the important parts of teaching units inthe science curriculum. It is widely accepted that a students's existingknowledge plays a critical role in his/her lerning science. In this study, adiagnosfx group demonstration test concerning the conceptions ofvaporization was conducted to the subjects in high school levels andcollege levels. In this way the students' misconceptions were classified by
their thinking models according to the reasons they gave to justify theirown answers. The relationship between the developmental characteristicsof the spontaneous concepts of vaporization and the Piaget's operationalstages of cognitive development was also investigated statistically. Someof the implications of the findings for teaching science were alsodiscussed.
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THE DEVELOPMENT OF CONCEPTIONS IN BASIC ELECTRICITY: D2-7-3AN APPLICATION OF 'TEACHING EXPERIMENT METHODOLOGY.Nggandi Katu, Vincent N. Lunetta, The Pennsylvania StateUniversity and Euwe van den Berg, Vrije Universiteit, Amsterdam
This study examined students' conceptions about basicelectricity. It employed teaching experiment methodology(Steffe. 1983) to examine the process of the development ofnew concepts resulting from interactions with the teacher andhands-on activities with batteries, bulbs, wire, and resistors,and with teaching aids including circuit diagrams. Theteacher/researcher interacted individually with each studentin four to eight teaching episodes. The study indicated thatstudents have their own conceptions about simple electriccircuits resulting from earlier experiences with electricity intheir daily lives and in school. They use differentexplanations of how and why circuits function. Someconceptions are held strongly and used consistently by thestudents. There are also conceptions that are not stronglyheld and that can be changed relatively easily. The studyrevealed that students sometimes change their conceptions asa result of interactions with the teacher and with hands-onactivities, and they actively develop new concepts in theprocess. The study showed that some concepts were verydifficult to teach with high fidelity to the conceptions of thephysics community, and it suggests implications for teaching.
PROPORTIONAL REASONING AND FIELD DEPENDENCE:VARIATIONS ON THE CYLINDER PROBLEM.Carol A, Lawton, Indiana - Purdue University atFort Wayne
The effects of field dependence and structuralvariations in the Cylinder problem wereexamined with respect to the use of aproportional reasoning strategy. Subjects werepresented with one of three versions of theCylinder problem, in which the numericalcontent was held constant, but the salience ofthe difference between the two items in theproblem was varied. Enhancing the perceptualdifference between the two items by depictingthem as being of different shapes andcalibrated in different units of measurementdid not change the likelihood of proportionalreasoning, but the presence of discrete unitsfor one of the items significantly improvedperformance. Significant effects of fielddependence, sex, and math background were alsofound across the three problems. Applicationsto instruction in proportional reasoning arediscussed.
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PROGRESSIVE "PROBLEMSHIFTS" BETWEEN DIEkhRENTRESEARCH PROGRAMS IN SCIENCE EDUCATION: ALAKATOSIAN PERSPECTIVE.Mansoor Niaz, Universidad de Oriente
Given the importance of epistemology and philosophyof science, Lakatos' methodology is particularlysuited to evaluate competing research programs inscience education. This paper has two objectives: 1)Evaluate critically the interpretations of Gilbert &Swift (1985) and Rowell & Dawson (1989); 2) Postulatea progressive "problemshift" between Piaget'sepistemic subject and Pascual-Leone's metasubject.Regarding Gilbert & Swift it is concluded that theAlternative Conceptions Mbvement at its present stageof development cannot explain the previous success ofits rival (Piagetian theory) nor supersede it by afurther display of heuristic power. It appears thatRowell & Dawson approach would enrich Piagetian theorywith more descriptive content rather than explanatoryconstructs. In contrast to Piaget's structural theory,Pascual-Leone considers his theory to be process-structural, as it explicitly represents the step-by-step temporal unfolding of subject performance. It isconcluded that Pascual-Leone's theory extends Piaget'snegative heuristic by introducing antecedent varizioles &also enriches the positive heuristic by introducingmetasubjective task analyses.
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General Session 3D 4
GIRLS IN SCIENCE: WHAT DO WE KNOW, WHAT DO WENEED TO KNOW?susan McGee Bailey, Wellesley College Center for Research on Women, andPatricia B. Campbell, Campbell-Kibler Associates
Research on issues of gender and science has found that, unlike math, wheregender differences in achievement and course taking are shrinking, genderdifferences in science are not decreasing and may be increasing. Yet, littleattention has been given to girls in reform efforts within science education andeducation in general.
Drawing on a range of work from the National Assessment of EducationalProgress to the impressions of individual 9th graders, Drs. Bailey and Campbellwill discuss the "whys" and "wherefores" behind the science gender gap,including:
teacher behavior that works and that doesn't workinfluences that encourage and discourage girls in scienceeffects of girls' and boys' different in- and out-of-school science
experiencesthe effects of increased research attention on issues of math and gender.
Building on their work on, How Schools Shortchange Girls: A Studyof Major Findings on Girls in Education, Drs. Bailey and Campbellwill conclude with a series of recommendations for research and for action.
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Symposium: Self-EfficiencyD5-1
SELF EFFICACY RESEARCH IN SCIENCE EDUCATION.Larry Enochs, National Science Foundation, Kansas StateCharlene M. Czentiak, The University of ToledoCatherine G. Yeotis and Linda Bakken, Wichita State UniversityDavid Hauty, The Ohio State University.
This symposium focuses on efficacy research in science education.Four papers address the following separate topics: methodologicalissues and problems in measuring personal and teacher efficacy,validity of an efficacy instrument as related to actual teacherbehaviors, the effects of science ieadership training on self-efficacyand teaching strategy selection of elementary teachers, andconnections between self-perceptions insolence and attitudestoward science teaching among elementary school teachers.Findings of the first paper show that personal efficacy scales haveconsistently had greaterreli abilityscores thanteacherefficacyscales and have correlated with variables theoretically related tohigher efficacy. Findings of the second study support the notionthat personal efficacy is related to teaching behaviors such aspersistence, use of inquiry strategies, and questioning methods.The third paper shows that there is a significant relationshipb etween higher level efficacy and inquiry teaching strategies.Conclusions from the fourth paper are inconclusive, but a link wasfound between control orientation and desire to interact withvarious resource people.
Contributed Papers: External Influence on Student earningD5-2
THE MEDIATING EFFECTS OF TEACHER-STUDENTRELATIONSHIP ON ACADEMIC RISK TAKING.Mark Ternplin and Catherine Ebbs, University of Michigan.
The purpose of this study is to describe how the teacher-student relationship mediates the effect of backgroundvariables on academic risk taking behavior. This study useda random sample of 15% of schools from the NELS-88 dataset. A causal path model was constructed of eight variables.Four exogenous variables: Standardized SES, Black,Hispanic, and Gender were included as stud .f.nt backgroundvariables. The four other variables were: Standardized Locusof Control, Educational Aspirations, Teacher-StudentRelationship, and Academic Risk Taking. Teacher-StudentRelationship and Academic Risk Taking were factors createdfrom multiple NELS-88 variables. Results indicate thai SESand Teacher-Student Relationship have large direct effects onLocus of Control and Educational Aspirations. Locus ofControl, Educational Aspirations, Teacher-StudentRelationship and Hispanic have significant direct effects onAcademic Risk Taking. SES and Teacher-StudentRelationship have relatively large indirect effects onAcademic Risk Taking. The implications of these findingsare discussed.
A DESCRIPTIVE STUDY OF URBAN MIDDLE SCHOOLSTUDENTS' RELATIONSHIPS TO SCIENCE AND FAMILY.John Wiggins, Mary M. Atwater, Catherine Gardner
Our society is becoming increasingly culturally diverse; thecultural diversity in the public schools reflects the3e changes.Scientific literacy is essential to survive in this technologicalworld, but it appears that scientific literacy is not of highpriority for many students. This research project was undertakento gather demographic data, intentions to engage in science,reading and mathematics performance, and attitudes of urban,African-American middle school students. Scores on the Simpson-Troost Attitude Instrument, the Georgia Criterion Referenced Test,the Iowa Basic Skills Test were analyzed using Statistical AnalysisSystem. Results indicated less than 50% of the students comefrom high school graduated parents who work full time to supportthe family. Less than 50% of these students indicated any interestto engage in science. A majority possess an uncertain attitudetoward science, science teaching, and science curricula. However,sixth and eighth graders possessed high achievement motivation.All students possessed strong positive attitudes toward theirfamilies; eighth graders had a high self-cricept.
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TII11:1) AND FOURill GRADE PARENTS' IDEAS ABOUT AND
INVOIXD,ENT IN GIILDREN'S SCIENCE EDUCATION.Elisabeth Charron, Montana State University.
The purpose of this study was to investigateparents knowledge of, beliefs about, andinvolvement in their children's science education.Seventeen parents of third and fourth gradersparticipated in in-dopth interviews regardingthese topics. Parallel data from the children ofthese parents was available from an earlier study.Some patterns in the parent interview dataincluded: (i) scant to moderate knowledge oftheir child's school science activities; (2) betterawareness of, and an encouraging level of involve-ment in, their child's home science activities;(3) a sense that school science activities shouldbe active, directly linked to children's interests,and offered more often; and (4) general confidencein their child's science abilities, along withuncertainty about the degree to which their childwould need extensive science training for theruture. Implicatiorv- for involving parents inmodeling their own science interests more, andin supporting those of their children arc discussed.
Some response differences between mothers andfathers arc also exafflined.
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THE RELATIONSHIP AMONG STUDENTS' ATTITUDESTOWARD SCIENCE, MATH, ENGLISH, AND SOCIALSTUDIESWang Jianjun., Kansas State UniversityJ. Steven Oliver, University of GeorgiaAndrew T. Lumpe, Kansas State University
The researchers explored the relationship of student attitudestoward Science, Math, English, and Social Studies. The attitudeinformation of high school students collected by theresearchers conducting the Longitudinal Study of AmericanYouth (LSAY) is treated as indicators of the students' attitudesin our data analysis. Besides some results about the patternchanges of the students' attitudes, our interpretation of theLISREL model suggests that the correlation between English andSocial Studies is consistently higher than any othercorrelations, and the students' science attitude has strong andwide correlation with their attitudes in English, Math, andSocial Studies.
D5-3a-2THE RELATIONSHIP BETWEEN STUDENTS' FORMALREASONING ABILITY, PRIOR KNOWLEDGE,APPRUACHES TO STUDYING, AND THEIR PERFORMANCEIN CHEMISTRYFrank J. Giuliano and Saouma B. BouJaoude,Syracuse University
The purpose of this study was 1) tod-rivestigate the relative influences ofstudents' formal reasoning ability, priorknowledge, and their approaches to studyingon their achievement in chemistry, and 2) toexplore the relative influences of these samevariables on student achievement with respectto problem type. Data on the 162 universitystudents were collected using the Approachesto Studying Inventory, the Test of LogicalThinking, and content examinations. Resultsindicate that prior knowledge is the bestpredictor of achievement, while formalreasoning ability is the next best predictor.Prior knowledge is the only significantpredictor of performance on problems with arelatively high mental demand, while priorknowledge, meaning orientation, formalreasoning ability and reproducing orientationare significant predictors of performance onproblems with a relatively low mental demand.
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MODIFIABLE PREDICTORS OF STUDENTS' ACADEMICSUCCESS IN COLLEGE CHEMISTRY COURSES.Jeffrey R. Pribyl, Dept. of Chemistry; ElaineHogen-Miller, School of Nursing; Marcia Stevens,School of Nursing; and D. Daryl Admams, Dept. ofBiology, Mankato State University
Admission to college science and professionalprograms is dependent upon successful completionof beginning chemistry courses. Universityfaculty from chemistry, biology, and nursing,melded knowledge from science education,nursing, and psychology literature to testmodifiable variables which correlated withsuccess in beginning college chemistry courses.A correlational design and Lazarus' stress modelwere used to test which variables: cognitiveappraisal (motivation, cognitive ability andhealth behaviors), stress (threat, challenge,and stress of the course) and coping(self-efficacy and coping strategies) werepredictive of students' success in beginningchemistry courses. Forward multiple regressionrevealed academic self-efficacy, cognitiveahility, health risk behavior, and age to bepredictive of course grade.
PATH ANALYSIS OF THE RELATIONSHIPS AMONG PARENTS'EDUCATION, LANGUAGE PREFERENCE, COGNITIVEDEVELOPMENT, ACADEMIC ABILITY, AND SCIENCEPROCESS SKILLS ACHIEVEMENT.Paul J. Germann, University of Missouri-Columbia
This study's primary focus was to investigate therelationships among a) SES (parents' education),b) academic ability, c) cognitive development,and d) process skills achievement. Othervariables of interest were gender, languagepreference, attitude, content preknowledge, andprocess skills preknowledge. Data was gatheredfrom four ninth- and tenth-grade biology classes.Pearson correlation coefficients were calculated.Beta coefficients from regression analysis wereused to test the path model. The effects of SESas well as attitude and gender seem to bemediated through cognitive development. Cognitivedevelopment appears to have its effect on scienceprocess skills mediated through academic ability.Academic ability, in turn, had major effects onbiology preknowledge, science process skillspreknowledge, and science process skillsachievement.
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AN ANALYSIS OF MYERS BRIGGS TYPE INDICATOR SCORES: D5-3a-5FLORIDA (.OMEN SCIENTISTS IN ACADEMIACaitotyn ButcheA Dickman, UniveA4ity o6 South FtoAida
The puApo4e o6 thiz 4tudy wa4 to examine the peA4on-atity type4 (16 women in academic 4cence az teztedby the MyeA4-BAigg4 Type IndicatoA (mbti). The
cA;teici.a 60A inallAion in thiz ztudy wita po44e44iono6 an advanced degAee in a natuAat 4cience and em-ptoyment in a pozt zecondaAy in4titution in FRoAida.The data weAe anatyzed u4ing: 1) a PeaA4on PAoduct-Moment Covtetation to detvtmine the Aetationzhip be-
tween MBTI C.Ciii/5 and age, 2) a One-(iIay Chi-zquaAe
waz uzed to tezt the 6Aequency o6 type4 obtained
Ptom the MUT, 3) ANOVA's weite catcutated and aNewman-Keutz Muttipfe Range Te4t wa4 peAAoAmwd onthe zigni6icant mean4, and 4) a bizeitiat covteta-tion waz catcutated between continuottz 'coe.-o cothe MUT and maltitat 4tatu4. Women zcientiztz in
the 4tate Ftoitida weAe 6ound to be inneazingtu
jAtAoveAted with -incAea4ing age. Mavtied/widowed
women'z 4c.o11L Wyte. 4igni6;cantty di66eAent on theThinking-Feeting 4cate 6i:cm tho4e women who w)te.4,ingte/divoAced. The4e data need to be 6uAtheit
exptmed (loA inten4;ty. WhetheA att poputationzbecome mite intitoveAted with incAea4;ng age oA i6
th.3 unique to women iscenti4t4 in FtoA:danot known .wumeN aLieNTISTS EN ACAOEMIA: FACTORS EFFECTINGCAREER CHOICECetWyn_ButcheA_Nckman, Meta Van Sickte, and JohnT. Buttock, UniveAzity o6 South Ftoda
The puAtoo,)e c/6 th6 ztudy waz to identiy AactoAzwhich inhibited OA encouAaged women'z .inteAezt inobtaining an advanced 4c1ence degAee and utitizinit in an academic 4etting. The combined e66ect o6incAea4ed tucL.nt enAottment and the uodeAAepAe4n-tation o6 women witt pAoduce a 4igni6icant zhoitt-6att o6 pozt 4econdaAy teacheA4, paAticutaAty in thenatuAat 4cience4. Pac1zet4 weAe 4ent to each poten-tiat 4ubject containing: a tette( Ptom the Aezeaitch-eA exptaining the puApo4e and 4cope o6 the ztudy, aLikeAt-type 4cate, and a 4tamped zet6-addAezzedenvetope. MotheA4 weAe peAceived az having a 17101epc,3;tive attitude towaAd theot maAitied daughtewoAking in a mate dominated 6ietd than wete flath4A.HoweveA, both pakent4 expected theiA daughteA4 towxcet in att zchoot zubjectz and oveAaff, dizptayedpozitive attitudez towaAd zcience and mathematicz.Rezpondentz dizptayed pozitive attitudez towaAdz3cience C.OUA thAoughout theiA 6oAmat zchootingand peAceived theot peeA4' Aeactionz towaltd theiAzcnce/mathematicat okientation az pozitive.Sc'ence teacheAz at vaA4.0u4 &yee4 06 thlft acadewc
BEST COPY AVAILABLEtut,n:ng zt)tongty inktuenced theiA Caiteeh chc:ce.
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A STUDY OF THE RELATIONSHIPS BETWEEN C-BASE COMPOSITEAND SCIENCE SCORES, ACT SCORES, PRESERVICE ELEMENTARYSTUDENTS PROCESS SKILLS.John Settlage. Jr., TERC; Lloyd H. Barrow, Julie Cook,and Candace She; university of Missouri
The purpose of this study was to utilize the SecondInternational Association for the Evaluation ofEducational Achievement Science Study (SISS) testitems to determine the relationship with C-BASEcomposite science scores and ACT scores of preserviceelementary science methods students. Half of thegrades five and nine tests were administered as apretest and the remainder as the posttest. A totalof 48 preservice students participated in the study.Data analysis revealed significant relationshipsbetween all variables except for the C-BASEcomposite and the posttest.
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Discussion Group: Teacher InductionD5-3b
D5-3b-1DEVELOPMENT OF A SUPPORT MODEL TO AIDBEGINNING MIDDLE SCHOOL SCIENCE TEACHERSJohn R,Wiggins,Bethany Kim Nichols, Lewis Maxwell Monroe,and Michael J. Padilla, The University of Georgia
An NSF grant received in 1986 created a model middle gradesscience teacher education program which improved both thescience content and the teaching methodology of preserviceteachers. The present study offers case studies of three recentgraduates with varying degrees of teaching experience. In additionto case study development, a follow-up induction plan was devisedand implemented. The end result, based on the case studies andthe induction plan, is a support model for beginning teachershaving recently completed the middle grades science teachereducation program. In developing the sum.. ,rt model, areas ofneed were identified as perceived by both teachers and researchers.Researchers then provided assistance necessary to meet thoseneeds. As a part of support model development, variouscomponents were field tested. The study was qualitative in natureand included interviews, observations, and document analysis.Slight modifications were made to the support model toaccommodate the teachers' individual differences and their levelsof experience.
DEVELOPMENT OF A SUPPORT MODEL TO AIDBEGINNING MIDDLE SCHOOL SCIENCE TEACHERS. D5-3b-2John R .Wiggins Bethany Kim Nichols, Lewis Maxwell Monroe,and Michael J. Padilla, The University of Georgia
An NSF grant received in 1986 created a model middle gradesscience teacher education program which improved both thescience content and the teaching methodology of preserviceteachers. The present study offers case studies of three recentgraduates with varying degrees of teaching experience. In additionto case study development, a follow-up induction plan was devisedand implemented. The end result, based on the case studies andthe induction plan, is a support model for beginning teachershaving recently completed the middle grades science teachereducation program. In developing the support model, areas ofneed were identified as perceived by both teachers and researchers.Researchers then provided assistance necessary to meet thoseneeds. As a part of support model development, variouscomponents were field tested. The study was qualitative in nalareand included interviews, observations, and document analysis.Slight modifications were made to the support model toaccommodate the teachers' individual differences and their levelsof experience.
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DEVELOPMENT OF A SUPPORT MODEL TO AIDBEGINNING MIDDLE SCHOOL SCIENCE TEACHERSJohn R. Wilains, Bethany Kim Nichols, Lewis Maxwell Monroe,and Michael J. Padilla, The University of Georgia
An NSF grant received in 1986 created a model middle gradesscience teacher education program which improved both thescience content and the teaching methodology of preserviceteachers. The present study offers case studies of three recentgraduates with varying degrees of teaching experience. In additionto case study development, a follow-up induction plan was devisedand implemented. The end result, based on the case studies andthe induction plan, is a support model for beginning teachershaving recently completed the middle grades science teachereducation program. In developing the support model, areas ofneed were identified as perceived by both teachers and researchers.Researchers then provided assistance necessary to meet thoseneeds. As a part of support model development, variouscomponents were field tested. The study was qualitative in natureand included interviews, observations, and document analysis.Slight modifications were made to the support model toaccommodate the teachers' individual differences and their levelsof experience.
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Contributed Papers: Nature of Science/Curriculum ReformD5-4
PROJECT 2061, PHASE II: THE CULTURE OF THEGEORGIA TEAM.Mary Jo McGee-Brown, The University ofGeorgia
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The purpose of this ethnographic study was todescribe the culture of the Georgia Teamduring Phase II of Project 2061. Data werecollected from all participants over a twoyear period using participant observation,conversational interviews, focus groupinterviews, diaries,.and open-endedquestionnaires. Data were collected duringregular team work sessions, national Project2061 team leaders meetings, team retreats,and national Project 2061 summer institutes.The goal was to understand the process ofdeveloping a rural model for 2061 from theperspectives of the Georgia team participantsand facilitators. Data were analyzed using:.:onstant comparative analysis to generatecategories from raw data. Support fromcollaborative interaction among teachers,consultants, university facilitators, and useof materials and computer equipment enhancedmodel development. National and local levelproblems were barriers throughout.
POLITICS, PROGRAMS, AND PEDAGOGY: PRIVATE 1)5-4-2SECTOR INFLUENCE ON SCIENCE EDUCATIONPOLICY REFORM IN MICHIGAN.
tacey Marlow, The University of Michigan and Michael Marlow,Jackson County ISD
A variety of educational reform measures have becn
suggested, including collaboration betweenprivate sector and public education. Since 1986,t.le State of Michigan has had collaborative programbetween business and public education, and has
operationalized five regional mathematics and
sciencr centers for high school students. The
purpose of this study is to examine the developmentand nature of that collaboration and its effect onscience education, using two research lenses:
first, an implementation model for policy analysis,and second, a constructivist learning model for
curriculum and instruction analysis. Results arediscussed in terms of the relationship of the
private sector on policy, curriculum, and
pedagogical practice, as well as the effects of
policy on curriculum and pedagogical decisions madein the schools.
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AN INTERPRETIVE STUDY OF PROSPECTIVETEACHERS' BELIEFS ABOUT THE NATURE OFSCIENCE.Anthony Lorsbach, 3radley University
This study examined the beliefs about thenature of science constructed by pre-service teachers during their universitystudies. The study found that the paxti-cipating teachers held objectivist-oriented beliefs: science was a search fortruths, and theories were not a frameworkfor research but were "almost truths."Epistemological and sociolo,zical inter-pretations of the experiences of pre-service teachers reveal inadaquacies ofscience teacher education and provideframeworks for discussion of experiencesthat may lead to pre-service teacherssharing beliefs about the nature ofscience with the science community.
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Discussion Group: Secondary School ScienceD5-5a
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HIGH SCHOOL STUDENTS' CONCEPTS REGARDING FOOD CHAINSAND FOOD WEBS: A MULTINATIONAL STUDY.Charles R. Barman, Indiana University; Alan K.Griffiths, Memorial University of Newfoundland, andPeter A.O. Okebukola, Lagos State University
The purpose of this study was to examine the viewsof high school students with regard to food chainsand food webs. This investigation included 128randomly selected students from four countries;Australia, Canada, the United States, and Nigeria.Each subject was individually interviewed using theinterviews about events method. During each inter-view, the investigator asked the subject a set ofstandard questions that was developed prior to thebeginning of this study. Although the investigatorsidentified some common misconceptions about food webs,it was generally concluded that students at thislevel tend to have a good understanding of thisconcept.
SURVEYING THE KNOWLEDGE OF BASIC BIOLOGY IN BRITISHAND AMERICAN TEENAGERS.Thomas R. Lord, Indiana University of Pennsylvania D5-5a-2
Recent surveys reveal that a large variation exists inknowledge of basic science within different regions ofa country. Other studies on a more global scale havecome to similar findings from one nation to another.Clearly, the level of scientific literacy in studentand adult populations throughout the world is quitediverse. As a comparison, a study was conducted onbasic life science knowledge in teenage populationsin two English-speaking countries. Several hundredstudents in their mid-teen years in Great Britainwere compared to the same aged students in the UnitedStates. Questions on the survey were intended forsixteen-year-olds in the twentieth through sixteenthpercentile of intelligence. Students from bothurban and rural schools were included in the sample.The survey concludes that overall there is nosignificant difference between the English andAmerican population in basic life science knowledge.However, when the results were broken down by gender,it was found that males from the United States andfemales from Great Britain statistically outperformedtheir gender counterparts from the other country. BEST COPY AVAILABLE
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THE DRAMA OF THE HAWKING-GOULD DICHOTOMY AND OTHEREVERYDAY SCIENTIFIC HAPPENINGS: APPLYING THESCIENTIFIC THEORY PROFILE.Cathleen Loving California State University,
Fresno
The writings of current scientists and thecontroversies they are involved in regarding rivaltheories provide good fodder for the development ofa course on the nature of science for science teachers.The Scientific Theory Profile is used as a comparisonbetween what the experts say about scientists' viewsconcernino theories and what scientists themselves say.Research on these writings resulted in the developmentof a course mission, goals, objectives and sampleconcepts and activities. All of these contributeto an activity-centered course for science teachersthat should help them develop their own perspectiveon the nature of science today.
MISSING THE MARK IN INTERPRETING AND PREDICTINGOUTCOMES OF DIFFUSION AND OSMOSIS BY FIRST YEARCOLLEGE STUDENTS.gosie Allen-Noble, Montclair State College
The purpose of this study was to determine thenature of the subjects' internal representations ofdiffusion and osmosis, whether subjects could usethe knowledge retrieved from memory in interpretingand predicting outcomes of diffusion and osmosis innew situations and whether knowledge restructuringoccurred following completion of these tasks.Twenty-five novices and six experts responded toconcept evaluation statements, think-aloud audio-recorded interviews and probe questions to fiveinsLances of diffusion and six instances of osmosis.First, novices and experts responses were comparedto each other and then both groups were compared to"ideal responses" constructed from 15 college-levelintroductory biology textbooks. The resultsindicated that novices did not make accurateinterpretations or predictions due in part tomisunderstandings or misconceptions, inadequateknowledge bases, naive to transitional internalrepresentations, inability to restructure knowledgeand inability to establish connections between newconcepts and currently held knowledge structures.Knowledge of what the students bring to theclassroom will be beneficia1 in designing andteaching college-level introductory biology courses.
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Discussion Group: Student Attitudes/BeleifsD5-5b
STUDENTS' AITITUDES TOWARD SCHOOL AND CLASSRCOMSCIENCE: ARE THEY RELATED?Patricia D. Morrell, Oregon State University
The purpose of this study was to determine if arelationship exists between student attitudestoward classroom science and school; and todetermine the effect of grade level, ethnicity,gender, type of school/community environment,school/science self-reported achievement, andpersonal satisfaction with school/scienceadhievement on these attitudes. Data werecollected from fifth, seventh, and tenth gradersusing a Likert-type questionnaire andinterviews. Results indicated that attitudestoward school and classroom science aresignificantly correlated. In addition, a trendof decreasing attitude toward classroom scienceand school from fifth to seventh and tenthgrades was evident. The expected appearance ofa more positive female attitude toward school inthe lower grades and a less positive femaleattitude toward science in the upper grades wasalso seen.
TEACHING "NUCLEAR RADIATION" IN AN INTEGRATIVE APPROACH TO 10THGRADE BIOLOGY STUDENTS: ACADEMIC ACHIEVEMENT AND ATTITUDES.Michal Nachshon, Michal Shemesh and Reuven Lazarowitz,Dept. of Education in Tech. & Science, Technion, Haifa, Israel.
The learning unit "Nuclear radiation, biological effects anduses" was taught to 10th.grade biology students in anintegrative approach, including knowledge in physics,chemistry, biology and societal issues. The sample consisted of4 experimental classes (N=141) and a control group (3 classes;N=88). Both groups studied the atom structure and nuclearradiation in chemistry. The experimental group studied thelearning unit and the control group studied immunolop;" andmicrobiology. The study lasted two months, 2 weekly hours, inthe classroom. Four teachers taught the 7 classes. The exp.group was ascessed for academic achievement in chemistry andthe learning unit and control group was assessed on chemistry.Both groups were assessed pre- and post-tests on attitudestoward nuclear radiation uses. Data were analysed by t-test andanalysis of covariance. Results show that students' academicachievement on nuclear radiation wa, low after studyingchemistry. On the learning unit, the experimental groupachieved significantly higher scores on the post-test. On thepre-test attitudes, both groups scored a little above 3 onLikert scale (f S points. On the post-test, students' attitudesin the experimental group were significantly higher while thecontrol group attitudes did not change. Differences were foundon attitudes by gender within and between groups. Theimportance of the integrative sc.ience teaching mode issupported by the study results.
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THE EFFECTS OF LIVE- AND STUFFED-ANIMAL DISPLAYSON THE ATTITUDES AND BEHAVIOR OF KINDERGARTENSTUDENTS.
Barry Brucklacher, Mansfield University
Science educators who have included live animalsin their curricula have often reported that theanimals were intrinsically interesting tostudents and enhanced the learning climate in theclassroom. In this study, the researcher exposedfour classes of kindergarten students to displaysof live or stuffed guinea pigs for four weeks,and made videotaped recordings to measure howoften students visited the displays and how longthey stayed. Pretests and posttests were used tomeasure the children's attitude toward animallife and their'attitude toward guinea pigs.Students exposed to the live animal made morevisits and stayed ac the display longer thanstudents who were exposed to the stuffed animal,and these differences were significant at the .05level. Gender, age, and pet ownership were notsignificantly related to the number or totallength of visits in either treatment group, andthere were not significant changes in attitudetoward animal life or in attitude toward guineapigs.
CASE STUDY OF A SIXTH GRADE CLASS: ATTITUDES ANDCONCEPTIONS OF THE MARINE ENVIRONMENTThomas S. Howick, University of Southern MaineMichael J. Padilla, University of Georgia
The pumose of this study was to investigate students' academicachievement and attitude towards the marine environment before,during, and after the Marine Science Project: FOR SEA experience.This case study was conducted with 19 students who experienced a22 day unit regarding physical and biological aspects of the marineenvironment. Students' knowleale ahout the marine environmentbefore and after their FOR SEA experience was measured by apretest/posttest and 'brain storming" (concept) maps. The students'attitudes toward the marine environment before and after their FORSEA experience were measured by open-ended questionnaires,'brain storming' maps, interviews, and student journals. Thestudents' attitudes towards the marine environment during FOR SEAwere monitored by student journals, participant observation, andinformal and formal interviews. There is significant positive gain instudents' knowledge of the marine environment as a result of FORSEA. Students' attitudes during the FOR SEA experience changedsignificantly toward the subject of pollution. Finally, the FOR SEAexperience positively enhanced and/or changed students' priorattitude toward marine concepts.
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Epistemological beliefs of studentsin high school physicsHans Niedderer, Heinz Meyling, Thomas Bethge, HorstSchecker, University of Bremen, Germany
Two empirical investigations on students' matrices ofunderstanding in mechanics and quantum physics had anadditional focus on general frames of thinking related toscience philosophy. A third study was directly focused onepistemological beliefs of students. All three studies weredone with a qualitative approach using mainly aninterpretive analysis of classroom protocols with additionaldata from questionnaires arid interviews. Results givesupport to the oneral hypothesis, that there is afundamental structural difference between everyday lifethinking and science thinking which should be addressed inphysics teaching. Other results show students'understanding of basic concepts in science philosophy, e.g.law, hypothesis and model, and their understanding of thescientific process envolving the interplay between theoryand experiment.
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Symposium: Student as Intuitive Investigator of the Natural WorldD5-6
STUDENT AS INTUITIVE INVESTIGATOR OF THE NATURAL WORLDJoesph Novak, Cornell University; Nancy Butler Songer, University ofColorado, Boulder; Marcia Linn, University of California, Berkeley; Kober!Tinker & Andee Rubin, Technical Education Research Centers; Carl Berger,University of Michigan.
This symposium features four interventions which focus on students'investigations with natural world phenomena in science. These interventionsfollow a constructivists' perspective in thcir design and utilization ofcurricular activities which build on students intuitive ideas, encourageintegration of observations from many different contexts, recognize thesocial construction of science knowledge, and allow students to experienct.,.design, and question scientific ideas in ways similar to that of scientists.While all presentations grapple with common questions about thecomplexities of integrating intuitive idcas with more formal science,individual presentations focus their discussions differently. Discussionhighlights incl.de: 1) real and idiosyncratic boundaries to knowledgedevelopment 1., elementary physical science, 2) the interaction of students'beliefs about the nature of science with knowledge development, 3) effectiveutilization of a "visual laboratory" which uses state-of-the-art technology andencourages appropriate questioning and reflection, and 4) the characterizationof intuitive learning in efforts to impart intuition to more novice problemsolvers. Results from these studies contribute to a greater understanding of thceffective design and utilization of learning tools, activities, and strategieswhich provide meaningful science learning which bridges the natural world-formal knowledge gap, and which leads to rich qualitative understandings inscience.
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Round Table Responsive Interaction: Pedagogy of Complexity andUncertainty of Scientific Thought
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Joan Russow and Erich Swartz, University of Victoria,B.C."Responsive Interaction: pedagogy of complexity and ofuncertainty of scientific thought"
Usually in conferences concepts that are expressed in papersare those conceived at least six months prior to theconference. Rarely are papers substantially revised andpresented in the light of concepts emerging during theinteraction among the participants at a conference.Occasionally there are unexpected connections made at ^
conferences which make aspects of some papers irrelevant,yet there iS no forum for discussing these connections during ,1the conference due to the predetermined formats ofconferences On the last day of the conference, we wouldlike to organize a session in which some of the conceptualconnections that have emerged during the conference can beexplored. In the paper that we will have prepared for theconference we discuss the need to encourage scienceteachers to move away from the devising, the condoning,and the fostering of models; models which have beendevised to control and simplify complexity and to give theillusion of certainty.This paper will , however, be modifiedin the light of concepts emerging from the conference. In thesession , we will use the modified paper not to conduct thesession but only as a stimulus for interaction.
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Abder, Pamela F.Abell, Sandra K.Abraham, Michael R.Abrams, EleanorAdams, D. DarylAllen-Noble, RosieAmir, RuthAnderson, Charles W.Anderson, 0. RogerAnderson, Ronald D.Anderson, WyattArditzoglou, Sophia Y.Arenz, Bernard W.Asa, ZehavaAtwater, Mary M.Babineaux, Barbara S.Backe, KathyBailey, Bambi L.Bailey, SusanBaker, Dale R.Bakken, LindaBall, DeborahBarba, Roberta H.Barden, Laura M.Barman, Charles R.Barnes, LehmanBarnes, Marianne B.Baron, Joan BoykoffBarrow, Lloyd H.Bartley, Anthony W.Barufaldi, James P.Bellamy, Mary LouiseBen-Zvi, NavaBerg, Craig A.Berger, Carl F.Bethel, Lowell J.Bethge, ThomasBeyerbach, BarbaraBitner, Betty L.Black, Carolyn B.Bodner, George M.Bonnstetter, Ronald J.Boorman, JoanBorko, HildaBouJaoude, Saouma B.Brickhouse, NancyBriscoe, CarolBrody Michael R.
Brookhart, Victoria 82-4Brown, David E. B5-2aBrowne, Ron C6Brucklacher, Barry D5-5 bBull, Glen C. B5-32Bullock, John T. D5-3aBurry, Judith A. 133-6Butler, John 85-5aButts, David P. C3-2
Cachapuz, A. Francisco 85-2a, C2-5Callison, Priscilla L. B5-2aCampbell, James 82-1Campbell, Louis M. C2-2Campbell, Patricia 04Carifio, James D1-5Carlisle, Robert D1-4Carlsen, William S. 85-5aCarpenter, John C3-4Carroll, Pamela S. 83-6Carter, Glenda 02-4 bCavallo, Ann L. 85-2a, 135-51)Chagas, Isabel B5-3aChan, Fred 83-7Chang, Huey-Por D2-5aCharron, Elisabeth D5-2Chin, Yap Kueh C5-4Cobern, William W. C2-3Coladarci, Theodore C3-7Collins, Angelo D1-7Contreras, Armando C3-6Conwell-Nesbit, Catherine R. D2-5a
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Cook, JulieCook, Perry A.Coppola, Brian P.Cornelius, BarbaraCraig, Madge T.Crawley, Frank E., IllCronin-Jones, Linda L.Crow, Linda W.Cunningham, ChristineCummins, Catherine L.Czerniak, Charlene M.
D'ull, VictoriaDagher, ZoubeidaDai, MameDaisey, PeggyDana, Thomas M.Davidson, Gayle V.Davis, George
Davis, Nancy T.Dawson, GeorgeDemastes, Sherry S.Demetrius, Olive J.Dershimer, CharlesDeTure, Linda R.Dickman, Carolyn ButcherDiGisi, LoriDini, MichaelDonn, StuartDoran, Rodney L.Duckworth, Kenneth E.
Ebbs, CatherineEllis, James D.Enochs, Larry G.Escudero, NicoleEspinet, Mariona
Farragher, PierceFetters, MarciaFleming, JackFlick, LarryFowler, MarilynFraser, Barry J.Freitag, Patricia K.Fried ler, YaelFriedrich, KatherineFronk, Robert H.
Gallagher, James J.Gal lard, Alejandro JoseGallo, MichaelGardner, CatherineGates, Rosalyn H.Germann, Paul J.Gess-Newsome, JulieGiddings, GeoffreyGilbert, Steven W.Giuliano, Frank J.Glasson,George E.Goldberg, FredGonzales, Jo BethGood, Ronald G.Gooding, C. ThomasGosnell, EdGoulding, Philip G.Greenbowe, Thomas J.Gregory, Eileen
D 1-3D2-4aB5-2a, D1-365-4D 1-7B5-4, D2-2,D5-3aD 1-2B5-2aD2-4aB3-7, D2-5BB5-2b
Greig, JeffreyGriffiths, Alan K.Grote, Michael E.Guy, Mark D.
Hafner, LaurinHafner, Robert S.Hairston, RosalinaHall, RickHarkness, William L.Hatfield, LarryHaury, David L.Hauslein, Patricia L.Hayes, Michael T.Hedgepeth, DavidHejaily, NickHeller, PatriciaHe Ily, MaggieHerl, HowardHewson, Peter W.Hibbard, Michael K.Hogan-Miller, ElaineHolliday, William G.Hook, KarlHooper, CarlHorton, Phillip B.Howick, Thomas S.Huang, Hsiang-WuHuang, WanchuHuffman, DouglasHughes, Ronald P.Humphrey, Faye G.Hunt, AnitaHuppert, JehudaHwang, Bao-TyanHykle, Jacqueline A.
Jackson, David F.Jacobson, LarryJames, Robert K.Jasalavich, Sheila M.Jegede, Olu J.Jeness, MarkJones, Gail
Kahle, Jane ButlerKamen, MichaelKatu, NggandiKazen, David
Kelly, Gregory 5 - 5 aKerby, Holly Walter B 5 - 4Kermis, William J. D 1 - 5Kerr, Patricia B 5 - 4Kesidou, Sofia C 3 - 6Keys, Carolyn B 5 2 aKilburn, Robert E. C 2 - 6Kirsch, Yoram D 2 - 6Koballa, Thomas R., Jr. B3-1, 05-4, B5-5b, C3-2Kokoski,Teresa M. C 3 - 4Krajcik, Joseph S. C5-4, D1-5, D2-5bKrestan, Ronald M. 8 5 5 aKrockover, Gerald H. C 2 - 2Kuerbis, Paul J. C 5 - 1Kyle, William C., Jr. C 5 - 2
Ladewski, Barbara G. C 5 - 4Lalik, Rosary V. B 3 - 7Larkin, Jill A 3 - 1Larson, Jane 0. B 5 - 3 bLaShier, William S., Jr. B 3 - 2Latz, Mark S. B5-4, D2-1Lavoie, Derrick R. C 5 - 4Lawrenz, Frances B 5 - 1Lawson, Anton E. C 5 - 4Lawton, Carol A. D 2 - 7Layman, John W. D 2 - 5 bLazarowitz, Reuven B5-3a, D5-5bLeach, Jean C 3 - 1Leary, Rosemary 3 2 - 3Lederman, Norman G. B3-2, 03-4, D2-1, D2-5aLee, Tien-Ying D 2 - 5 bLevy, Jane S. C 5 - 4Lind, Karen K. B 5 - 2 bLinn, Marcia C. C6, D5-6Lockard, J. David D 2 - 1Lomask, Michal S. 83-3, B3-7Lord, Thomas R. D 5 - 5 aLorsbach, Anthony W. D 5 - 4Loucks-Horsley, Susan D 1 - 1Loving, Cathleen D5-5aLucas, Keith B. B 5 - 4Lucy, Edward C. B 2 - 7Lumpe, Andrew T. B5-5a , D2-7, D5-3aLunetta, Vincent N. D 2 - 7
Magnusson, Shirley D 2 - 5 bMaor, Dorit 0 1 - 7Marek, Edmund A. B 5 - 5 bMarion, Scott F. C 3 - 7
Marlow, MichaelMarlow, Stacey E.Martens, Mary LeeMartin, David J.Martin, LaurieMason, Cheryl L.Matthews, Michael R.McCahon, ThomasMcConney, AndrewMcFaden, Charles P.McGee-Brown, Mary JoMcGinnis, J. RandyMcGlamery, Sheryl L.Mc Robbie, Campbell J.McWhirter, LisaMeadows, LeeMeichtry, Yvonne J.Meidav, MeirMetcalf, TeriMeyling, HeinzMinistr&I, JamesMisiti, Frank L.Mitchener, Carole P.Moffat, NancyMonroe, Louis MaxwellMonteiro, Roberto A.Morrell, Patricia D.Morrison, DougMulvenon, SeanMurphy, Nancy
Nachshon, Michal D5-5 bNaizer, Gil 02-6Nakhleh, Mary B. D1-5Niaz, Mansoor C3-5, D2-7Nichols, B. Kim D5-3 bNichols, Sharon E. B2-4, C2-6, C2-7Niedderer, Hans D1-6, D5-5bNoland, Kathleen A. B3-6Norman, Katherine I. C5-6Norman, Obed C3-6Norris, Roger A. D2-1Novak, Ann M. C5-6Novak, Joseph D. C5-3
O'Brien, George E.Okebukola, Peter A.Olive, JohnOliveira, M. TeresaOliver, J. Steve
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Padilla, Michael J.Pankiewicz, Philip R.Pankratius, William J.Park, John C.Parker, Lesley H.Parsons, SharonPauline, Ronald F.Peasley, Kathleen L.Pederson, Jon E.Peebles, PatsyePerry, Bruce E.Peters, Joseph M.Piburn, Michael D.Pollard, Rebecca J.Powell, Janet CarlsonPowell, RichardPowers, Donald T.Praia, J. FelixPrather, J. PrestonPreston, Denise L.Pribyl, Jeffrey R.Primavera, Louis
Radford, David D 2 -5 bRamey-Gassert, Linda B5 -4Ramsey, John C5-6Reap, Melanie B 5-2 aReif, Fred A3-1Rennie, Leonie J. C3-7, C5-5, 02-2Rice, Diana C. 8 5 -3 bRidenour, Nancy 0 2 -2Ridgeway, Dori C2-2Riley, Joseph P., ll B5-5b, D2-3aRivard, Leonard D1 -2Robinson, Michael 8 5 -5 bRobinson, William R. C3-5Rogers, Laura N. 83-5, B5-2aRogg, Steven R. C2-4Romance, Nancy R. B3-6Ross, Crystal 83-7Roth, Kathleen J. C3-2Roth, Marie B2- 6Roth, Wolff-Michael B2-5, C2-3Roychoudhury, Anita 82-5, C2-3, C5-5Rubba, Peter A. C2-7Rubin, Andee D5 -6Russow, Joan D5-7Ryan, Joseph M. 85-3b, C3-4
Saigo, BarbaraSanders, Linda R.Sanchez, Jaime H.Scantlebury, KateScharmann, Lawrence C.Schecker, HorstSchmidt, Hans-JurgenSchmidt, JulieSchriver, MarthaSchwartz, ErichSchwartz, JohnScoates, GwenSenn, GarySett lage, JohnShe, CandaceShemesh, MichalShepardson, Daniel P.Sherwood, Robert D.Shore, Linda S.Shroyer, M. GailSidlik, LawrenceSimmons, Patricia E.Simps6n, DorothySimpson, Patricia R.Smith, DarwinSmith, Deborah C.Smith, Mike U.Songer, Nancy B.Spiegel, George F., Jr.Stahl, Robert J.Stanley, GeneStayer, John R.Stavy, RuthStevens, MarciaStimpson, VirginiaStocker, AnnStofflett, Rene T.Stuessy, Carol L.Sul tenger, KarenSunal, Cynthia S.Sunal, Dennis W.Sundberg, Marshall D.Svolopoulos, V.Swift, J. NathanSyang, Anchir A.
Thorley, N. RichardTinker, RobertTippins, Deborah J.Tirosh, DinaTobin, Kenneth G.Tomanek, DebraTothero, Melissa L.Trammel, RickTrumbull, Deborah J.Tulip, David F.Tull, DelenaTwiest, GilbertTwiest, Mark G.Twiest, Meghan
Van den Berg, EuweVan Sickle, MetaVan Zee, Emily H.Verdi, Michael P.Vesilind, ElizabethVitale, Michael R.Voss, Burton E.
Wandersee, James H.Wang, JianjunWarden, Melissa A.Warren, Charles R.Watson, Scott B.Wax, NaomiWeber, SuzanneWest, RonaldWestbrook, Susan L.Westerback, MaryWier, Elizabeth A.
Wiggins, John R.Williams, Richard L.Williamson. Vickie M.Winter, Christa R.Woods, AmandaWright, Emmett L.
Yeany, Russell H.Yeotis, Catherine G.Yore, Larry D.Young, Deidra J.
