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ED 241 302 SE 043 995
AUTHOR Blosser, Patricia E., Ed.; Helgeson, Stanley L.,Ed.
TITLE National Association for Research in Science TeachingAnnual Conference, Abstracts of Presented Papers(57th, New Orleans, Louisiana, April 28-30, 1984).
INSTITUTION ERIC Clearinghouse for Science, Mathematics,91andEnvironmental Education, Columbus, Ohio.
SPONS AGENCY National Inst. of Education (ED), Washington, DC.PUB DATE 31 Dec 83CONTRACT 400-78-0004NOTE 158p.AVAILABLE FROM ERIC/SMEAC The Ohio State University, 1200 Chambers
Rd., Room 310, Columbus, OH 43212 ($5.50).PUB TYPE . Collected Works - Conference Proceedings (021) --
Information Analyses - ERIC Information AnalysisProducts (071) C
EDRS PRICE MF01/PC07 Plus Postage.DESCRIPTORS *Academic Achievement; *Cognitive Development;
Cognitive Processes; Curriculum Development;Elementary Secondary Education; Higher Education;Microcomputers; Process Education; ResearchMethodology; Science Curriculum; *Science Edication;*Science Instruction; *Student Characteristics;Teacher Characteristics; *Teacher Education
IDENTIFIERS *Science Education Research
ABSTRACT AAbstracts of most of the papers presented at the 57th
Annual Meeting of the National Association for Research in ScienceTeaching (NARST) have been collected in this publication: Papersfocus on such areas as cognitive structure, development of scientificliteracy in secondary schools, science teaching as a career,improving science teaching, factors influencing attitudes towardscience, teacher characteristics and student performance,intellectual development, concept learning, factors influencingachievement, test construction, science instruction, learning sciencein out-of-school settings, changing and assessing teacher attitudes,and research methods. Other papers focus on areas dealing withlearning in chemistry, science teaching in higher education,microcomputers in the classroom, science curriculum development,cognitive teacher behavior, applying teacher effectiveness findingtto preservice and inservice teacher satiation, inservice teachere ducation, science process skills, cognitive development and scienceachievement, secondary analysis results from the 1981-82 NationalAssessment in Science, spatial learning, problem solving, attitudestoward science, science learning in the elementary school, sciencefor gifted and talented studenV, and misunderstanding of scienceconcepts. (ON)
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* Reproductions supplied by EDRS are the best that can be made* from the original document. ************************************************************************
ERIC
ABSTRACTS OFPRESENTED PAPERS
NATIONAL ASSOCIATION
FOR
RESEARCH IN SCIENCE TEACHING
57TH ANNUAL NARST CONFERENCE
1984
Monteleone Hotel
April 28-30, 1984
1
lY
us. DEPARTMENT of EDUCATIONNATIONAL INSTITUTE OF EDUCATION
EDUCATIONAL RESOURCES INFORMATIONCENTER (ERIC)
This document hes been reproduced esswim flow+ the moon o organusgononseneows it.
1_1 Mince changes base been made to improvereproduction Quality
Pommel view or opinions stated in this docmerit do not necessarily represent olircial ME
FOSition ot
Clearinghouse for Science, Mathematicsand Environmental EducationThe Ohio State' University
1200 Chambers Road, Room 310Columbus, Ohio 43212 "PERMISSION TO REPRODUCE THIS
MATERIAL HAS BEEN GRANTED BY
UckteC4-W tibuse
December 31, 1983
2
..1.10=1
TO THE EDUCATIONAL RESOURCESINFORMATION CENTER (ERIC)."
PREFACE
The ERIC Clearinghouse for Science, Mathematics and EnvironmentalEducation has cooperated with the National Association for Research inScience Teaching to provide abstiacts ofmrost of the papers presentedat the 57th annual conference in New 'Orleans, Louisiana, April 28-30,1984.
All persons yho had papers or symposia accepted were invited to submitabstracts for inclusion in this publication. Some editing was done bythe ERIC staff to provide a general "format for the abstracts. Specialrecognition should be givsn to Dr. Ertle Thompson and the NARSTProgram Committee who obtained the abstracts and organized theprogram, and to Mrs. Linda Shinn for her assistance in preparing thefinal copy.t1
I
Many Of thetpapers will be published in journals or made available
thrbugh the tRtC system. These will be announced through Resources Li'Education, Current Index to Journals in Education, and other
, ialicions of the ERIC system.
Rodney L. DoranNARST Research Coordinator
Patricia E. BlosseroStanley L. Nelgeson,Editors
$
remulThispublication was prepared with funding from the "National
l institute of Education, U.S. Department of Education under, contract no. 400-78-0004. The opinions expressed in this
report do not necessarily reflect the positions or policiea ofHIE or U.S. Department of Education.
December 31, 1983
113 N
Preface it
.PAPERS'PRESENTED AT THE CONFERENCE
CONCURRENT SESSION A
Session A-1 . Symposium
"Assessing Cognitive Consequences of Computer
Environments for Learning Science: ResearchFindings. aru,Policy Implications"
Marcia C. Linn, Charles Fisher,Ellen Mandinach, Nicholas Burl:Jule*,Carl Berger, Mary Budd Rowe and
4 Walter Saunders ,'
Session A-2 Cognitive Structure
"A Comparison of Cognitive Development, FieldIndependence/Dependence Cognitive Style, andAcademic SUccess of Baccalaureate NursingStudents"
Dorothy J. Gosnell-Moses andJames Barufaldi
- . "Assessing the ConVergent and DiscriminantValidity of Cognitive Structure Representations
. of Science Concepts"Ron Hozr-Addrey B. Champagne andLeopold E. Klopfer
"Mathematical Relations Between ScienceReasoning Skills and Some Variables AssociatedWith Rate of Information Acquisition"
O. Roger Anderson andJudith Callaway
"Evaluating Instruction: The Hidden Conceptual
Changes"Fred N. Finley
Session A-3 The Development of Scientific
"Task andInterest
Literacy in Secondary Schools
Tebbher Characteristics, Student,and Achievement in Seventh-Grade Life
2
4
5
6
Science"John R. Mergendoller 7
$
iii
4
r
"Life Science Instruction and Its Relattonshtpto Scientific Literacy at the_IntermedieteLever
Alexis L. Mitman
"Opportunity Structures for ScientificLiteracy at the Secondary School Level"
Larry F. Guthrie
Tracking in Science Curriculum"Donald Kauchk and Ken Peterson
Session A-4 Science Teaching as a Career
"Science Teaching as a Career Choice'of4iihth Grade Students"
J. Steve Oliver and-Norman D. Anderson
"Undergraduate Science Majors: FactorsInfluencing Career Choice"
Veronica Reardon Mondrinos
7
7
8
"Reasons Potential Math and ScienceTeachers Choose. Not to Teach: What ItWill-Take to Attract Them to TeachingAgain"
Robert H.-Evans fo
"Sense of Competence in Science as a
Factor in the Career Decisions of Menand Women"
George E. DeBoer 11
Session A-5 Symposium
"A National Study of Factors Relating tothe Retention of Women in Science"
Jane Butler Kahle, Marsha Lakes Matyas,Hee-Hyung Cho, Judith MeeceExyie Ryder, and Elizabeth Stage .12
iv
P.
11.
CONCURRENT SESSION B
Session B-1 Improving Science Teaching
O
"The Effects,of the Science Methods Course
on Students' Performance During StudentTeaching"
Marvin F. Wideen, Steve 011iver---a-trdRol-701-n-r---
"Science Teachers' Beltefs,About the Natureof Science and the Selection, Implementation,and Development of Instructional Skills"
Emmett Wright and Richard Duschl 14
"A Cost-Effectiveness Analysis of Interventionsfor Improving Science Education"
Ronald D. Anderson P 16
4
Session B-2 Factors Influencing Attitudes
13
Toward Science
"Reasons Given by Students For and Againstthe Further Study of Science FollowingCompletion of a Two-Year High School ScienceRequirement as a Basis for Course/CurriculumChange"
Khalil Y. Khalili and Orrin Gould
"Relationship Among Selected Variables andhe Number of Science Courses Completed byBlack High School Seniors"
Ellen Osborne Goggins and Joy S. Lindbeck. .
"Students' Science Related Attitudes, Self-Evaluation of Abilities to do Science, andPerception of Past Experience Following a,Two -Year High'School Science Requirement"
Orrin Gould.and Khalil Y. Khalili
Session B-3 Teacher Characteristics andStudent Performance
"Teacher Responsibility for Student Successand Failure and Observed ,Teaching CharacteristicsAmong Secondary Science and MathematicsTeachers"
Donald L. Pratt
V
17
19
20
"Teacher Instruction and Stpdent Performancein' Balancing Chemical Equations" c.
William L. Yarroch . 21 .
"Teacher Behavior and Student COgnitive. x.
Learning in Fifteen BSCS Green VersionBiology Classes"
Darrel Mullinix and Burton E. Voss 22
.
Session g-4 Effects of IntellectualDevelopment
"The Effects of liking Concrete Analogieson Formai and Non formal OperationalNursing Students' UnderstandingPhysiological =nnd",PathophysiologicalAbs,tractions"
Don.Johnson and James Barufaldi 23
"Effects of traditional and DiscoveryInstructional Approaches on LearnitgOutcomes for Learners of DifferentIntellectual Developmeht: A Study ofChemistry Students in Zambia"
H. Seymour Fowler andMoses M. Mulopo 24
"The'' Relationship between Piagetian
Cognitive Developmental Levels asMeasured by the Burney Logical ReasoningTest and Selected Scholastic Variables 4
of Prospective Korean Secondary SchoolTeachers"
Yong-Kyoo Song and H. Seymour.Fowler . . . . 26
Session B-5 General Interest
"Delineating Classroom Variables Related to'Students' Conceptions of the Nature ofScience"
Norman G. Lederman 28
"Some Modest Claims 'for the Virtue ofScienCe as a Context'Within Which theDevelopment of Adolescents May Be Changed:An Exploratory Study"
Michael Shayer and Hugh Wylam 29
4:
vi.
"A Survey of Accidents in the SecondarySchool Science Laboratory"
Joseph G. Krajkovich
CONCURRENT SESSION C
Session C1 Symposium
'"A Research and Development Agenda for' Computing in Science Education"
James R. Okey, Carl F. Berger,. .
and Arthur L. White
Session C-2 Science Concept Learning
" welvt-Year Longitudinal Case Studies of ,
cience Concept Learning"-J. -
Joseph D. Novak
"Forgetting Versus Savingse ,The Many Facets
of Long-Term Retention"?Hanna J. Arzi, Ruth Ben-Zviand Uri Daniel
"The Effect of Prescribed Instruction on '
the Rastery of Science Concepts by NonformalStudents"
SteVe Fields and Ron Good'
Session C-3--D-3 Workshop
"Analyzing Science Textbook Prose: AWorkshop in Practical Methods FromComprehensive Research"
Sarah L. Ulerick
Session C-4 Invited Symposium
10
31
35
36
37
38
"Science Research in Germany"
%Session,C-5 Learning
"Patterns of Hierarchy in Formal andPrincipled Moral Reasoning"
Dana L. Zeidler 39
"Problems in Administering Piagetian
Tasks to Adult Samples"Bill Congero and Sandra Pellens-Meinhard 40
vii
1 "Student Opknionsof the Laboratiory Activitiesin the Learning Cycle in Secondary SchoolPhysics" . 4
John V. Renner; Michael Abrahamand Howard Birnie 41
CONCURRENT SESSION D
9
At.
Session D-1 Paper Set
"Analyzing Hierarchical Relationships AmongModes. of Cognitive Reasoning and IntegratedProcess Skills"
Russell H. Yeany, Kueh Chin Yap'and Michael J. Padilla
Session D-2' Factors Influencing Achievement
"The Relationship Between CognitiveDevelopment of High School Students andTheir Achievement in Chemistry"
Joseph S. Krajcikand Richard E. Haney
"A Study ortlie Effects of CooperativeBiological Research Experiences on HighSchool Biology Students, Teachers andUniversity Scientists"
Klithl.bon A. O'Sullivanand Earl J. Montague
"How Does Science and Mathematics Correlationin a Beverith Grade Physics Unit AffectSelected Seventh Grade Students' AttitudesToyard and Achievement in Science"
Harold Friend, Mitchell Wisotsky,Jack Segal and Rita Petosa
Session D-4 Test Development
"Development of a Computer AnimatedScience Process Skills Test"
Michael E. Hale, Edward L. Shawand James k. Okey
"Development of a Test of Prdcess'Skillsfor Grade Three Elementary School Pupils"
Patricia A. Isaacs
9
42
49.
50
51
53,
54
0
"Construction and Validation of a PictorialPhysics Test and Analyses of its Relationshipto Intellectual Development and ScienceAptitude for Junior High School Studentsin Taiwan"
Rang -Fu Hsu and H Seymour Fowler 56
Session D -S Science Teaching
"The Influence of Fie =ld Experiences on Stagesof Concern and Attitudes of Preservice TeachersToward Science and Science Teaching"
Barbara Strawitzand Mark R. Malone 57
"fesults of Project MAFEX: How Effectivefre Field Experiences in Science Teacher
. educition?"Mark R. Malone. 58
"The Contribution of Science Locus ofControl Orientation to Expressions ofAttitude Toward Science Teaching"
David L. Maury 590
CONCURRENT SESSION E. .
Session E-1 Symposium: Learning Sciencein Out-of School Settings
"Age, Sex and Time on Task in ManipulativeMuseum Settings"
S. J. Longino and John J. Koran, Jr 60
"The Effects on Learning of Science ExhibitsWith Accompanying Questions"
K. Lehman and J. Lehman
"Studying Recessing as an Attention-DirectingDevice in a Museum Exhibit"
L. D. Dierking, J. J. Koran, Jr.,and M. L. Koran
60
61
"Visitor Behavior as a Function of Timein Museum"
J. H. Falk, J. J. Koran, Jr.,L. D. Dierking and.L. Dreblow 62
"Latent Effects of Family LearningCourses in Science"
Karen Ostlund, Nancy Here id,and Eugene Gennaro
i3.
L
63.
r.
a
4
Session E-2 'Changing and AssessingTeacher Attitudes
"Self-Generated Thought as a Result of aPersuasive Message and its Implicationson the Attitudes Toward Energy Conservationof Preservice Elementary Teachers"
Thomas'R. Koballa, Jr 65
"The-Procedure for Revising a Likert ScaleAssessing Preservice Teachers' AttitudesToward Teaching Science"
Cathy Thompson and Robert Shrigley 66
"Thie Effect of Participation in an Activity
04iented Science Curriculum DevelopmentWorkshop on the Attitude of ElementaryTeachers in Trinidad and Tobago"
P. Fraser-Abdea
"Impact Study of Energy Education Workshopson the Participants and Their Peer Teachers"
Betty 1,..Bitner,°Lloyd H. Barrowand Constance C. Holden
Session E-3 Workshop,
"Levels of Use: A Strategy for Assessing.
Implementation"Robert K. James
Session E-4 Research Methods
67
. 68
"Triangulation Approach to Research on ScienceLearning in the School Laboratory"
Yael Friedler and Pinches Tamir
"Using Interactive Logo Procedures to EnhanceClinical Interviews with Children"
Larry Flick
"A Semantics fqr Interview Transformation"Charles R. Ault
69
70
71
72
"Electro-Mechanical Measurements of PhysiologicalOutput in Response to Test Stimuli"
William J. Kermis 73
4e
Session E-5 Paper Set: Research and Deliberation .
am.For Science Education Renewal:
The Canadian Experience
"Deliberative Inquiry; A Model for ScienceEducation Review"
Graham W. F. Orpwood ...
"Analyzing Science Textbooks to rind !TextbookSciences"
Jean-Pascal Souque
75
75
"Who Speaks for What and 'why? Analyzing PolicyDebate in Science Education"
Douglas A. Roberts 76
CONCURRENT tESSION F
Session F-1 Learning in Chemistry
"The Effects of Reasoning, Use of Models andSex on Pastiest Achievement in Chemical Bondingafter Constant Instruction"
John R. Stever and Douglas A. Halsted . . 78
"Interaction of Learner Characteristics withLearning from Three Forms of the PeiiodicTable and written Text"
Jeffrey R. Lehman. John J. Koran, Jr.,and Mary Lou Koran
"The Actual and Preferred Classroom LearningEnvironment of Israeli Chemistry Students"
Avi Nofstein . .
Session F-2 Science Teaching in Higher Education
79
80.
"An Experimental Tent of an Extended iscretionLaboratory Approach for University GeneraBiology"
William H. Leonard 81 .
"A Study of Field Independent Biased MenialAbilityTests in Community College ScienceClasses"' Linda W. Crow and Martha K. Piper
"Characteristics Associated with Acceptance intoa Two-Year Nursing Program"
Carol Biermann
xi
12
82
83
tv-
Session F-3 Microcomputers in the Classroom.
"Assessing the Implementation of Microcomputers"Robert K. James and Irwin Noyes 84
"The Effects of Two Modes of MicrocomputerInstruction on the Knowledge and Attitudesof Science Education Students"
Amnuay Narthasilpa and Robert L. Shrigley. 85
"The Impact of MicrocomputerAchievement and Attitude ofScience Students"
Kevin C. Wise and James
Simulations on theHigh School Physical
R. Okey
Session F-4, Summary of.Research inScience Education--1982
86
,t Roger G. Olstad and David L. Maury 87
Session F-5 Symposium
"Refibing the Sex Agenda in Science Educationfor the Eighties"
Elizabeth K. Stage, Marcia C. Linnand Jane Bowyer
CONCURRENT SESSION G
Session G-1 Science Curriculum Development
"A Meta-Evaluation of the Fosrmative EvaluationActivities of a Science Curriculum Project"
Barry J. Fraser
"Science Education and Philosophy of Science:Twentylive Years of Mutually ExclusiveDevelopment"
Richard Duschl
88
90
91
"Teacher and Student Role in the Implementationof a New Inquiry Based Science Curriculum"
Margaret S. Gremli 92
Session G-2 Cognitive Teacher Behavior
"The Effects of a Written Protocol Model on.Teacher Acquisition of. Extended Wait-Time"
Linda R.' DoTure and Ann Miller 93
xii
13
"Observed Changes in Classroom Behavior Utilizing
Supportive Intervention"J. Nathan Swift and Patricia R. Swift 94
"The Investigation of Role Models and Women's
Choices of Science-Related Careers"Rena Faye Smith and Edward C. Lucy
Session G-3--H-3 Workshop
"Using Generalizability Theory to Examine and
Improve Science Tests".Victor L. Willson
Session G-5 Paper Sett Applying TeacherEffectiveness Findings to Preserviceand Inservice Science Teacher Education
95
96
"Quantitative Measures of Academic Learning Timeand Active Teaching Behaviors in Science Classrooms"
Jane Bowyer 97
"Qualitative Analysis of Cooperating Teacher/StudentTeacher Conferencing Interaction"
Thomas L. Russell 97
"Case Studies of Individual Applications of ActiveTeaching Behaviors to Science Instruction"
Richard Ponzio'
CONCURRENT SESSION H
Session H-1 Symposium
"Multiple Approaches to Correcting Students' Naive
Conceptions"Joan I. Heller, Marcia C..Linnand Bat-Sheva Eylon
Session H-2 In-Service Education
"Recommendations of the British Columbia ScienceAssessment for In-Service Education"
David R. Stronck
"Elementary Science Education Library Resourcesin Graduate and Undergraduate Teacher EducationPrograms of New England" .
Lloyd H. Barrow
.
14
97
98
99
100
"Ascertaining the 'Desired State' for a Master'sDegree Program in Science Education"
Barbara S. Spector
Session H-4 Science Process Skills
101
"Effects of Lab Instruction Emphasizing ProcessSkills on Achievement of College Students HavingDifferent Cognitive Development Levels"
Margaret J. Walkosz and Russell H. Yeany 4, 102
"Factors Related to Preservice Elementary SchoolTeachers' Science Process Skills"
Richard N. Devore 103
"Relationships Between A Science Program's DifferentImplementations and Students' Acquisition of ScienceProcesses"
G. 'aerie Francq 104
Session H-5 Cognitive Development andScience Achievement
"The Effe,Its of Cognitive Development and Degreeof Structure on Elementary Students' Science
Achievement"Larry Dean Yore
"Monitoring the Performance of Groups of Formaland Concrete Cognitive Tendency Students Usingan Intensive lime Series"
John S. Monk, Victor J. Mayerand Peter Pezaro
105
106
"The Effect of Concrete and Formal InstructionUpon the Reasoning Ability of Sixth Grade Studentq"
Walter Saunders and Daniel Shepardson 4, 4, 107
CONCURRENT SESSION 1
Session 1-1 Secondary Analysis Results fromthe 1981-82 National Assessment
in Science
"The Effects of Schooling on Science Achievement"Linda Harris 108
"Women in Sciences Perceptions of SecondarySchool Students"
Wayne W. Welch
xiv
15
109
"Predictors of Science Inquiry Knowledge"Steven J. Rakow 109
Session I-2" Spatial Learning
"Spatial Conceptual Abilities of Navajo Students"Herbert G. Cohen 110
"Effects of Laboratory Activities and i4rittenSimulations'ot the Acquisition of GraphingSkills by Eighth Grade Students"
Danny L. McKenzie and Michael J. Padilla . . 111
"Comparing Visual-Spatial Learning in AdultMen and Women"
Thomas R. Lord
Session 1-3 Problem Solvinj
"Analysis of Errors Made by Students SolvingGenetics Problems"
Sandra Jidith Costello
"A Proposed Developmental Sequence for Problem-.
Solving Ability in Classical Genetics: The
Trial and Error to Deductive Logic Continuum"Mike U. Smith and'Ron Good
"Problem Solving Patterns in Introductory Physics"George-J. Pallrand, Walter Lockwoodand David Van Harlingen
112
114
115
116
Session 1-4 Science Curriculum
"Curricular Goals for Science Education"Judith Enz Clauss - 117
"A Cooperative University-School Implementationof an Elementary School Science-Program: ATen Year Study"
Paul Beisenherz and Judith Enz Clauss . . . 118
"Physics for the Physicists: Contextual Studyof Curriculum Revisi9n"
P. James Gasket' and Patricia Rowell . . . . 119
xv
164 ,
CONCURRENT SESSION J
Session J-1 Attitudes Toward Science
"Relationships of Attitudes Toward Self, Family,and Classroom Environment with Attitudes TowardScience"
E. Lynn Talton and Ronald D. Simpson
"Relationship between Affective Variables andAchievement in Science for Nine Year Olds"
Richard Faller, Edward L. Shawand Joseph R. Riley . . . . k 121
"Validation, Field Test and Administration ofthe Image of Science and Scientist Scale inOosta Rica"
Juan Manuel Esquiveland Joseph G. Krajkovich 122
Session J-2 Science Learning in theElementary School
"The Formation of Ecological Concepts andConceptual Systems by Upper Elementary Students"
Julia H. Cot4ron apd Ertle Thompson . . . . 123
"An Experimental Study of the Effect of ScienceTeaching on the Third Grade Children's Abilityto Conceptualize Piagetian Physical Causalityin Animism and Dynamism"
Carol A. Sullivan, Roy W. Allison,Donald K. Alexander and Duane R. Smith . 124
"The Effectiveness of the Planetarium in TeachingSelected Science Concepts in the Middle School"
Henry D. Dobson and H. Seymour Fowler . 125
Session J-3--K-3 Workshop
"Using the 1981-82 National Assessment DataTapes. for Science Research"
"StevenJ. Rakow, Wayne W. Welchand Linda Itavis
CONCURRENT SESSION K
Session K-1 Science for the Gifted-iiid---Talented Students
1Z6
"Examining the Boundaries of Legitimate Scientific
Research:4 Attitudes of 1983 Westinghouse SolveTalent Search Recipients"
Rena F. Subotnik 127
xvi
"Gifted Science and Math Students: The AsianImmigrants vs. Indigenous Americans: A
.Comparison Between the Sexes"James Reed Campbell, Charlene Connollyand Roslyn Bologh
"Exploring factors Accounting for Success inHigh School Science and Math for Gifted Maleand Female-Caucasiads"-
Roslyn Bologh, James R. Campbelland Charlene Connolly
128
Session K-2 Misunderstanding of ScienceConcepts
"Understanding and Misunderstanding of Biology
Concepts"IEdmund A. Marek
"Cin the History of Science Help Science Educators,Anticipate Students' Misconceptions ?"
James H. Wandersee
"Mode of Attending to Scientific Information byStudents Who Study Biology for Matriculation Examsat a Low Level"
Sophia Penso and Reuven Lazarowitz
Session K-4 General Interest
129
130
131
132
"Significant Differences: All Science Teachersvs. Teachers in Exemplary Programs"
Ron'Ronstetter, John Penick.and Robert Yager 134
"Creationism vs. Evolution: A Study of the
Opinions of Georgia Science Teachers"Paula Eglin and Mildred Graham 135
xvii
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GYP
9.
Session A-1 4%
.
ASSESSING THE COGNITIVE CONSEQUENCES OF COMPUTERENVIRONMENTS FOR LEARNING SCIENCE:
RESEARCH FINDINGS AND POLICY IMPLICATIONS (SYMPOSIUM)
-Marcia C.-Linn
University of California-,--BiWiriSiTCA794720
Charles FisherEllen Mandinach
Far West Laboratory, San Francisco, CA 94103
Nicholas. Burbules A
University of Utah, Salt Lake City, UT 84112'
Carl BergerUniversity of MiChigan Ann Arbor, MI 48109
Mary Budd RoweNational Science Foundation, Washington, D.C. 20550
Walter SaundersUniversity of California, Berkeley, CA 94720
The gap between the promise of computers in science education andthe reality. of their use (or disuse) in classrooms looms large. Thecognitive consequences of computer learning in science are oftenmitigated by practical realities such as limited teacher training, 4
"'poor software, and little,hardware. The fulfillment of the promisealso requires educational research and_pOlicy analysis.__-
Several projects provide research results and prelitainary.policyimplications from studies of computer learning in science classes.Three different types of cognitively demanding science-relatedsoftware used under different instructional conditions are nvorted.Policy implications for instructional design and fot use of computersin the classroom arm discussed.
19
Session A-2 0
A COMPARISON OF COGNITIVE DEVELOPNT, FIELD INDEPENDENCE/DEPENDENCE COGNITIVE STYLE, AND ACADEUIC SUCCESS OF
I. BACCALAUREATE NURSING STUDENTS
-Dorothy J.-Gosnell-MosasSan Antonio, TX 78228
James BarufaldiUniversity of Texas, Austin, TX 78228
This study investigated the relationship among cognitivedevelopmentJ field independence/dependence cognitive style, andacademic success of baccalaureate nursing students. Althoughextensive research activities have been directed at the identificationof factors associated.with'the high rate of nursing student attrition,'as well as numerous studies which have sought to identify correlatesof academic success, none has prescribed an acceptable solution.Prior research has failed to identify individual attributes which arehighly correlated to academic performance"of.nursing students.
The paid volunteer sample consisted of 54 junior level nursingstudents recruited from one baccalaureate nursing program. Cognitivedevelopment was measured by the scores on a videotaped version of theClassroom Test of Formal Operations. the Group Embedded Figures Testwas used to evaluate the level of field independence/dependence. Thecumulative grade-point average of the three nursing courses whichconstitute full -time study in the first semester of the nursingprogram was considered the measure of academic success. Inspection ofstudent performance trends on the various nursing course examinations,16'i:catEa to the cumulative Semester I course average. suggestedthat academic performance of the subjects was very similar to that ofthe students who did not participate as subjects in this study but whowere concurrently enrolled in Semester I.
Data analysis was accomplished by correlating scores on the tworesearch instruments with the measure of academic success, as well aswith each other. There was a significant relationship betweencognitive development and academic success (r=.39. p=.01). Cognitive'development and cognitive style were also found to be significantlyrelated (r40.56, p=.001).
This study provided evidence that a relationship did exist among------a-studen-'s-acadeatic-s-uccase in-tho irct semestet_of_on
baccalaureate nursing program and his/her measure of cognitivedeveloOiht-tid cognitive style.. It was suggested that futureresearch be directed at exploring-both constructs longitudinally over
2
20 .1
4
G
)
the four semesters of the nursing program as well as conducting aninvestigation of these constructs relative to clinicalperformance.More information on the relationship between the research variablesand attrition obtained through the use of a la ;er sample size mightoffer additional diagnostic and prescriptive information to reduce themagnitude of this problem.
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3, .
2.1
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Session A-2
ASSESSING THE CONVERGENT AND DISCRIMINANT VALIDITY 0COGNITIVE STRUCTURE REPRESENTATIONS OF SCIENCE CONCEP
Ron HozBen-Gurion University, Beer Sheva, Israel
Audrey B. ChampagneLeopold E. Klopfer
University of Pittsburgh, Pittsburgh, PA 15260
Methods were developed to assess the convergent and discriminantvalidity of!cognitive structure representations of students'knowledge. These methods were then applied to the assessment of theconvergent Ind discriminant validity of cognitive structure -representations for 17 science concepts pertaining to mechanics. Fourdifferent data-gathering tasks (free sort, tree construction, wordassociation, concept structuring) and three different scaling methods(latent partition analysis, hierarchical clustering, multidimensionalscaling) were employed in obtaining the representations of cognitivestructure. The study's results should serve to encourage Lhe wideruse of cognitive,struture representations of students' scienceknowledge in science education research.
4
22
4.
#.0
C
Session A-2
MATHEMATICAL RELATIONS BETWEEN SCIENCE REASONING SKILLSAND SOME VARIABLES ASSOCIATED WITH RATE OF INFORMATION ACQUISITION
O. Roger AndersonColumbia University. New York NY 10027
Judith CallawayEast Islip High School, E. Islip, NY
Previous research on mathematical modeling of science informationacquisition (Anderson, 1983) is extended here to include theassessment id science reasoning skills as a function of theknowledge-atquisition-rate-equation and some of its component factors.Forty-six high school students (I.Q. range 94 - 139) were administeredthe BSCS "Plocesses of Science Test" to assess their performance on ascience reasoning dimension; this variable is designated R. Thestudents were also given standard tape-recorded listening tasks for 2,4, and 8 minute duration to determine how well their recall scoresagreed with the predicted values Nt generated by the model:
Nt ' NO 01 (Moe-47t
where NoeYt represents an autogenerative long term emory (LTM)function aiding transfer of information from short term memory (STM)to LTM. The parenthetical facto; or modulation factor represents thenet stability of STM for holding newly actinired information, t = timelapse since onset of learning.
Using linear regression analysis, R was related to Nt and somecomponent pa7ts of the equation With an error of p << 0.001. Theresulting equation expressing R as a function of Nt is:
R. = 0.623 Noet (e-at e-)!.t)1 "8 + 13.3;
which is an expanded form of the original equation and"provides amathematical link between science process reasoning ability andinformation acquisition rate. Hence the model is more comprehensiveand includes cognitive skill considered significant to scientific,reasoning and inquiry. Additional relations were found between ft andthe gain factor, and the modulation factor.
REFERENCE
Anderson, O. R. "A Neuromathematical Model of Human InformationProsesking and its Application to, Science Learning." Journal
of Research in Science Teaching 20(7)% 603-620, 1983.
5
2
Session A-2
EVALUATING INSTRUCTION:
THE HIDDEN CONCEPTUAL CHANGES
Fred N. Finley
University of Maryland, College Park, MD 10742
Evaluation of the conceptual change's resulting from second grade
students viewing a science education television'program about magnets
indicated that a reliable objective testing ueasure did not reveal
importaht conceptual changes that had occurred.
The - complementary use,
of an intensive study of a limited number of students indicated that
substantial ;changes in the percentages of correct conceptions and
decreases in` the percentages of incorrect conceptions followed the
viewing of the program.
The most important -changes were in the
predicates students used to describe and predict magnetic interactions
and in an increased use of generic concepts such as non-metals in
place of object specific concepts, such as rubber bands.
The
-
implications are that intensive studies of small numbers of students-
complement more typical evaluation procedures and provide insight into
the effects of instruction that are not othetwisn available.
6.1.
Session A3
PAPER SET: THE DEVELOPMENT OF SCIENTIFIC,LITERACY.tn SECONDARY SCHOOLS
Alexis L. MitmanJohn R. Mergendoller
Larry F. GuthrieFar West Laboratory, San Francisco,,CA 94103
And
Don Kauchak
Ken PetersonUniversity of Utah, Salt Lake City, UT 84112
'Millis paper set presents initial results of studies beingconducted by the Secondary School Improvement Program at the Far West.Labaratoryand affiliated Research Fellows at the University of Utah.
The first paper, "Life Science Instruction and Its Relationshipto Scientific Literacy at the Intermediate Level," sets the stage bypresenting an operational definition of scientific literacy anddescribing initial results of a comprehensive, multivariate,ethnographic study of science instruction in 12 seventh-gradeclassrooms.
The second roper, "Task and Teacher Characteristics, StudentInterest and Achievement in Seventh Grade Life Science," describes therelationships observed between teacher behavior, instructional formatand student interest and satisfaction in the same set of 12Seventh-grade science classes, and draws on ethnographic'descriptionof specific classes to give examples of these relationships.
The third paper, "The Opportunity Structure of ScientifiCLiteracy in Six High Schools," describes the results of anethnographic study focusing ,on the institutional variables (e.-g.,tracking strupturepteacher assignment, material resources), andcurricular variables which facilitate and impede the development ofscientifically literate high school students.
The fourth paper, "A Historical and Conceptual*Analysis ofTracking in the Science Curriculum," will examine the presence andinfluence of tracking on the goals, materials and instructionalprocedures in science education,-
ti 25
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k.
a
4
Session A-4
SCIENCE TEACHING AS A CARER CHOICE OFEICHTH GRADE STUDENTS
J. Steve OliverUniversity of Georgia, Athens, GA 30602
Norman D. AndersonNorth Carolina State University, Raleigh, NC 27607
This research evaluated the desirability of science teaching as acareer as rated by eighth grade students..., An instrument was developedon which respondents placed their own choice of best and worstpossible careers as endpoints on a 1-0 point scale. Fortyfiveadditional careers, including careers in sdience teaching, science,and teaching of'subjects other than science, were then rated by thestudents with respect to the endpoints.
Careers in teaching were generally rated low by the respondents,with the exception of physical education and mathematics teaching.The respondent's race and educational aspirations were shown to have asignificant relationship (0.05 level) with the ratings of some scienceteaching careers. Additionally, the relationship between the type ofjob held by the respondent's parents and the rating of scienceteaching was also significant in some cases.
8
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4.
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'0
lib
Session A-4
,
UNDERGRADUATE SCIENCE MAJORS: FACTORSINFLUENCLNG CAREER CHOICE
.
Veronica Reardon MondrinosRutgers University, New Brunswick, NJ 08903
4 .
Approximately'700 freshman students enrolled in introductorybiology courses were followed over the four year period of theirundergraduate program. ,Factors that influence initial choices, aswell as those that influence successful completion of an undergraduatescience major, were examined. Attitudes, aptitudes, and achievementvariables that develop during high school as well as collegeachievement variables were. considered. The data were analyzedprincipetlytby discriminant analysis.
...._
The variables that discriminated science from non science groupswere achievement vari'ables'from the freshman year. Chemistry grade
and freshman grade point average were the most discriminating.Physics grades and*mathematici grades from courses taken during thesophomore and junior years were less discriminating.
Attitude measures provedvariables when-die sex of themore influenced by attitudes,achievement oriented.
ss,
4
to be significant discriminatingstudents was considered. Females werewhile males appeared to be more
t
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a* a
r
Session A4
REASONS POTENTIAL MATH AND SCIENCE TEACHERSCHOOSE NOT TO TEACH; ',MAT Iv WILL TAKE TO
ATTRACT THEM TO TEACHING ACATN
Robert H. EvansWake Forest University, Winston-Salem, NC 27109
In light of the perceived national need for more science and mathteachers, this study was conceived to:
1. identify "teaching oriented" students among freshmen at ama-western engineering school, who have chosen NOT to becometeachers;
2. find out what reasons these "potential" science and mathteschers.giVe for deciding not to pursue teaching careers;
3. determine what amelioration of these problems would benecessary for them to no longer be factors which wouldinhibit students from becoming teachers.
, Of a random sample of 110 students drawn from the freshman classof 1982-83, 98 participated fully in the study, five chose not toparticipate,; and seven dropped out of school between the time thesample was drawn and contact was made. Each participant tookHolland's Self-Directed Search to determine "teaching orientation" aswell as locally mace instruments to assess their concerns aboutteaching.
Results showed "teaching oriented",students to have avoidedteaching due to low starting salary, lack of job security, low maximumsalaries, not wanting to do the work teachers do, poor jobavailability, discouragement by family and friends, and low prestigeof the profession. Starting salaries of $21,693 and of $32,600 for ate... her with a Ba. and 13 years experience were among the changes
necessary to make teaching attractive.
REFERENCE
Holland, J. L. The Self-Directed Search Professional Manual. PaloAlto, CA: Consulting Psychologist Press, Inc., 1979.
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Session A-4
SENSE OF COMPETENCE IN SCIENCE AS A FACTORIN THE CAREER DECISIONS OF HES AND WHEN
George. E. De Boer
Colgate University; Hamilto.I. NY 13346
It was hypothesized in this study that men and women develop abelief about their competence in science during the high school yearswhich is based on their participation in certain science courses,their level of porformance in those courses; the effort that theyexpended, and the informal feedback which they received from peers,parents, and teachers about their science work. This sense of-competence, in turn, affects the science decisions which thesestudents make when they inter college. Students who believe they haveability in science are more likely to choose a science curriculum incollege and to pursue a science career than are those" who don't holdsuch a belief.
A comparison of men and women in the study showed that womenperformed very well compared to men through high school biology,andchemistry. °After that point, however, declines in women'sparticipation and&performance in science relative to that of men wereobserved. Also, women felt they worked harder than men did in highschool science course?, but they rated their ability lower, eventhough actual performanCe was generally better. The results alsoshowed that, in a path model linking high school and college levelvariables, this sense of competence in science is a central variable.
It was concluded that women's lower sense of competence inscience is an important issue in their reduced participation inscience courses and careers.
Session A-5
t
A NATIONAL STUDY OF FACTORS RELATING TO THERETENTION OF WOMEN IN SCIENCE
Jane Butler KahleMarsha Lakes Matyas
Hee-Hyung ChoJudith Meece
Purdue University, West Lafayette,
Exyie RyderSouthern University, Baton Rouge,
Elizabeth-StageUniversity of California, Berkeley,
IN 47907
LA 70813
CA 94720
National studies of teachers who have successfully motivated highschool girls to continue in.science were conducted. In addition toanalyzing instructional techniques, classroom climates, andteacher-student interactions, a selected sample of formeras well asall current students were assessed with a variety of attitudinal,cognitive, and socio-cultural measures.
An analysis of their responses by gender strongly indicated thatteacher behavior, instructional style, And classrobm.climate wererelated to the level of science anxiety, the source of scienceattribqxion, and the type of science attitudes held by young women.In addition, when indicators of locus of control orientation, mode ofcognitive style,and spatial visualization ability were analyzed bygender, racial origin, and geographical location of school, it wasfound that differences were related to regional and racial factorsrather than to gender. 3
Analysis of these results indicates directions for change inteaching behaviors and in curricular materials in secondary schools .
which could raise the science interest levels of young women. It is
anticipated that such changes will increase the number of womenenrolling in science majors, at college and selecting scientificcareers..
12
Session B-I
THE EFFECTS OF THE SCAENCE METHODS COURSE ONSTUDENTS' PERFORMANCE DURING STUDENT TEACHING
Marvin F. WideenSteve 011iverRod McVicar.
Simon Fraser University, Burnaby, British Columbia, Canada V5A 1S60
Research in science teacher education has focused mainly on theacquisition of skill and method; little emphasis has been placed onstudying the effectiveness of training particularly as it pertains tothe field experience. The performance of 38 preservice elementaryteachers was examined to identify links between methods coursepreparation and the application of such skill during the fieldexperience. A qualitative research design was used which made use ofobservation and interview. Considerable variability occurred in theapplication of training. The factors influencing that applicationwere preparation in science, compatibility with the supervisingteacher, the social structure of the school, and the pre-entryattitudes of students.
13
Session B-1
."
SCIENCE TEACHERS' BELIEFS ABOUT THE NATURE OFSCIENCE AND THE SELECTION, IMPLEMENTATION, AND
DEVELOPMENT OF INSTRUCTIONAL TASKS
Emmett WrightUniversity of Maryland, College Park, MD 20742
Richard DuschlUniversity of Houston-University Park, Houston, TX 77004
Progress and advances in and among various fields of science,science education, and technology have, over the past two decades, hadthe effect of raising society's level of understanding abut thescientific enterprise. The focus of the study was an examination oftwo critical aspects of the scientific enterprise: science teachersand scientific theories.
Over the last two and one-half decades, historians andphilosophers of science have focused on the analysis of the structureof scientific theories. The research question, then, is whether ornot teachers should make the' content and structure of scientific
. theories a part of their decision - making process.in the selection,'development, and implementation of instructional tasks.
The purpose of the study was to assess the degree to whichteachers made decisions based on scientific theories. .Two principalresearch questions are:
1. What considerations, if any, do,science teachers give to the'nature of and role of scientific theories in their selection,development, and implementation of instructional tasks?
2. What benefits might occur in instructional tasks if teachers0.were Co include in their decision-making considerations forthe nature of-scientific theories?
. The research employed methodologidal ;rocedures borrowed fromethnography. Spradiey's "Development Resear:a Sequence" and thevalidation process of triangulation were fo..owed. The research sitewas a comprehqnsive fOur year high school.
Two findings result from the first research question - 1) science.
, teachers give little consideration to scientific theories in theirinstructional task decision-making, and 2) instructional tasks.decisions are dominated by: a) teaching propositional knowledge; b),using Select scientific processes as vehicles for teaching
14
t
propositional knowledge; c) teaching objectives outlined in curriculUmguides; and d) coping with pressures of accountability.
The finding from the second research question is that thephilosophy of science can provide a mechanism for restructuringsecondary level science curricula because evaluating and interpeetingscientific knowledge will necessarily involve learners in anexamination of what,is known by science, what is not presently knownby science, and what may be known by science.
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33
:*
Section B1
A COST-EFFECTIVENESS ANALYSIS OF INTERVENTIONS
FOR /MOVING SCIENCE EDUCATION
Ronald D. Anderson
University of Colorado, Boulder, CO 80309
The purpose of this research was to conduct an'bnalysis of 'the
./
1
oat-effectiveness of the many interventions proposed for improving
science education.
Interventions were grouped by
objectifies
sought
and analyzed in terms of per pupil annual cost and effectiveness as
determined by extant empirical research.
For interventions associated
with each oajective, and for facilitating interventions, matrices
display the'single interventions in terms of their cost and
effectiveness.
These analyses highlight the systemic nature of the
situation.
Single interventions have relatively small potential for
substantial impact.
There are clusters of interventions with
potential for producing substantial improvement in science education.
The desired goals must be identified and there must be a willingness
to pay a significant but reasonable price.
I.
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34
S.
O
Session 1-2
REASONS GIVEN BY STUDENTS FOR AND AGAINST THE;MIER STUDY OF SCIENCE FOLLOWING CONFLeTION\, OFA TWO-YEAR HIGH SCHOOL SCIENCE
REQUIREMENT As A BASIS FOR COURSE/. 'CURRICULUM CHANGE
Khalil Y. KhaliliOrrin Gould.
University of Illinois, Champaign, LL 61820
The study has two'main purposes: (1) to identify the most.'important reasons for and against taking science beyond a two-yearscience requirement; (2) to identify areas of possible change thatmight increase science enrollment.
The sample of this steftl was comprised of 306 students who wereenrolled (Spring, 1982) in three high schools located in a relativelyaffluent community in suburban Chicago.
The study revealed that the following reasons for -taking sciencewere checked by the highest percentages of science takers:
1. admission to college (85.16%);2. majoring in a science-related field in college (59.35%);3. understanding how things work (60.00%);4. 'having the aptitude (50.97%).
It also revealed that the following reasons for not takingscience were checked by the'highest percentages of non-science takers:
I. interest in other subjects (88.08%);2. lack of interest in science (74.17%);3. not important for career (68.21%);4. don't have the aptitude (42.38%).
In addition, the following changes were checked by the highestpercentages of all the subjects.:
4.
1. if science applications to daily life were emphasized(57.52%);
2. if grades became less dependent on exams (56.88%);3. more individualization (44.77%);
if abstract concepts became understandable (45.42%).
17
Jr
Session B-20
RELATIONSHIP AMONG SELECTED VARIABLES AND THENUMBER OF SCIENCE COURSES COMPLETED BY
BLACK HIGH SCHOOL SENIORS
Ellin Osborne-GogginsLitchfield Middle School,.Akron, OH 4!,313
Joy S. LindbeckUniversity of Akron, Akron, OH 44325
The problem in this study was to,identify a set of variablesWhich characterize black secondary science students. The populationconsisted of a subsample of 3,963 black high school seniors from "TheHigh Schotill'knd Beyond 1980 Base-Year Survey." Multiple liilearregression procedures were used to determine the F-tests. The alpha
.level was .05.
A significant relationship between socioeconomic variables andscience'cla3s selection by black high school seniors was indicated.Also, significant relationships were found for locus of control,mother's level of education, mother's expectation, math standardizedscores, English grades, and self-concept. The effect of mother havingworked accounted for no significance. The effect of self - concept andthe effect of locus of control were not related significantly toscience class enrollment over and above socioeconomics variables.
'REFERENCE
National Opinion Research Center (NORC). Hi $h School and Beyond,Information for Users! Data Base Year (1980) Data, Version 1.Chicago! Author, 1980..
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Session 8-2
STUDENTS' SCIENCE RELATED ATTITUDES, SELF17UATIONOF ABILITIES TO °DO SCIENCE, ANu PERCEPTION OF
PAST EXPERIENCE FOLLOWING A TWO YEAR HIGH SCHOOLSCIENCE REQUIREHENT
Orrin Gould"Khalil Y. Khalili
University of Illinois, Champaign, IL 61820
Using multivariate statistical techniques, an investigation wascarried out on how high school students who completed two year sciencerequirements compare in their science.related attitudes (sevendimensions),, self- evaluation of abilities to do science, andperception of past experience with science courses. Two instruments,Test of Science Related Attitudes (TOSRA) and a questionnaire, wereadministered to.300 students who were enrolled (Spring 1982) in threehigh schools located in a relatively affluent community in suburbanChicago.
The study revealed an overall highly significant differencebetween sexes and between students who continue in science and thosewho do not continue on all the nine dependent variables takentogether. In addition, the discriminant analysis revealed that thedifferences between males and females depend largely on leisureinterest in science, self-evaluation of abilities to do science, andpefception of past experience. It also revealed that the differencesbetween science and non-scieake takers depend mostly on enjoyment ofscience, self evaluation of abilities to do science, and perception ofpast experience.
TOSRA scales were found to be highly reliable. The discriminantvalidity of these scales, however, was found to be quite low.
19 37rt
Session B-3
TEACHER RESPONSIBILITY FOR STUDENT SUCCESS ANDFAILURE AND OBSERVED TEACHING CHARACTERISTICS
AMONG SECONDAkY SCIENCE AND MATHEMATICS TEACHERS
Donald L. PrattUniversity of Wyoming, Laramie, Wyoming 82071
The study compared selected teacher beliefs and verbal behaviorsamong secondary science and mathematics teachers. Teacher beliefsincluded teacher responsibility for student success and failure.These beliefs were measured by the Responsibility for StudentAchievemenORSA) Questionnaire which has the locus of controlconstruct as a theoretical basis. Teacher verbal behavior included(1) indirect, and (2) direct behaviors and (3) praise and (4)criticism. These behaviors were measured withthe Reciprocal CategorySystem (RCS) which is consistent with the methodology of interactionanalysis. Compaiisons were made on the basis of the following teacherclassifications: (1) science/mathematics, (2) junior high/seniorhigh, and (3) teachers of advanced classes/teachers of basic classes.
Only the advanced class/basic class comparisons producedsignificant differences in either teacher use of praise or criticism.Advanced and basic class comparisons produced significant differencesin both teacher beliefs and behaviors. Teachers of basic studentsassumed more responsibility for student success, assumed lessresponsibility for student. failure, and were more direct in verbalbehavior than teachers of advanced studenta. In comparisons or
' teacher gender, female teachers were significantly higher inincidences of indirect behavior and combined indirectdirect behavior.
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Session B-3
TEACHER INSTRUCTION AND STUDENT PERFORMANCE INBALANCING CHEMICAL EQUATIONS
:4
William L. YarrochMichigan Technological University, Houghton, MI 49931
The instruction, by four high school teachers, on introductorychemical equation balancing was examined. The contentspetificknowledge of the instruction was compared with the knowledge that 42of their students possessed after ,the.instruction. Students weregiven a brief examination of their ability 'Co balance chemicalequations and werinterviewed to determine what relevint knowledgethey held. Comparisons were 'made at three knowledge levels(Syntactical, empirical, and theoretical) on- selected concepts andpropositions necessary for balancing simple chemical equations.
The results indicate that the instruction of the four teacher'swas heavily weighted towards the syntactic knoWledge level. Moresignificantly, these teachers did not stress the relationships betweenthe manipulation of 'chemical simbols and the empirical and theoreticilcomponents of the chemistry from which the equations were derived.All of the students learned to balance the simple chemical equationsof the compositiondecomposition type and attained the concepts andpropositions at the syntactic level of knowledge. However, themajority of the interviewed students failed to develop a consistent orcomplete understandinv,of the knowledge at any one level except thesyntactic. .
Suggestions are made for improving the instruction to facilitatethe students' chemical understanding of the equation balancing
0
process.
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Session 3-3
TEACHER BEHAVIOR AND STUDENT COGNITIVE LEARNINGIN FIFTEEN BSCS GREEN VERSION BIOLOGY CLASSES
Darrel MullinixWarm Memorial High School, Westland, MI 48185
Burton E. VossUniversity of Michigan, Ann Arbor, MI 48109
The purpose of this study was to seek associations between thebehaviors of, teachers in regular BSCS classrooms and the cognitivelearning of!4their students.
Eight: BSCS biology teachers from two public high schools And 353 Pof their 10th grade male and female students constituted the' studypopulation. Seven of the teachers taught two classes in the study;the remaining teacher taught one class. Both high schools were in alarge suburban school district. .
Perciptions of teacher behavior were collected from students'checklists. A biology test was completed by students as a pre- andpost- content measure.
FINDINGS
1. Classes taught by teachers who ranked highet on:adirect-to-indirect scale of verbal behaviors showed a highet meancontent gain than the classes of teachers who ranked lower on thisscale.
2. Classes taught by teachers who ranked highe on aless-to-more inquiry scale showed a higher mean content gain than theclasses of teachers who ranked lower on this scale.
3. Teachers who tended to be more indirect in verbal behaviOrt'also tendedto be more inquiry-oriented-An their procedural behaiiors.
fee
4. Specific teacher verbal behaviors that, yielded positive
association with students' content gain showed that strategies thatencouraged student participation were highest.
5. Analysis of specific teat r procedural behaviors showedthose higher in association with stu ent content gain were thoseindicating structured teaching strategies such as pre-plinning.
22
40 el
Session 3-4'
THE EFFECTS OF USING CONCRETE ANALOGIES ONFORMAL-AND NONFORMAL OPERATIONAL NURSINGSTUDENTS' UNDERSTANDING PHYSIOLOGICAL AND
PATHOPHYSIOLOGICAL ABSTRACTIONS
Don johnsont
James RarufauldiUniversity of Texas at Austin, Austin, T4 78228
The purpose of this study was to'examine the effectiveness of theuse of concrete analogies on learning-of selected physiologital andpsthophysiological abstractions in nursing by nonformal and formalopeotionaletudents. A sample of 65 nursing students was utilized assubjects.. The students' cognitive level was determined by. the use ofthe videotape version of a "Clasiroom.Tese of Formal Operations." Thesubjects were classified as either fonna operational or nonformaloperational and were randomly assigned'to either the control group orthe experimental group. Both the experimental and control groups hadtwo subgroups: formal and nonformal operational subjects.
.
A pretestposttest design was utilized. After a pretest, thesubjects had classes on renal processes; hyperosmolar imbalances:nursing implications; hypoosomolir imbalances: nursing implications;and pressure/flow relationships: nursing implications. Theexperimental group had concrete analogies which utilized perceptibleobjects and/or relationships representing or resembling abstractiOns.,The control group had.clasies without the use of concrete analogies.
The data indicated that out of 65 subjects, ranging in age from21 to 48, that 27 (41.5V were forial operational and 38 (58.,5%) werenonformal operational. Analysis of covariance was utilized andindideted that, for the overall gain scores, the experimental groupdid significantly better than did the control group (0.000 level ofsignificance). There was no significant difference between theexperimental group and control group for Vie formal learners, excepton one subtest (0.026 level of significance). The, ata suggest ratherstrongly that the experimental group did_ significantly better than didthe control group for nonformal learneri (0.000 level ofsignificance).
4
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