Effects of conceptual systems and instructional methods on general chemistry laboratory achievement     

Lance E. Jackman  Wayne P. Moellenberg  G. Dana Brabson 《科学教学研究杂志》1990,27(7):699-709

Conceptual systems theory predicts four system orientations. System 1 individuals are highly concrete in their reasoning ability and beliefs. System 2 individuals are strongly negative toward authority and institutions and tend to be autonomous and rebellious. System 3 individuals are more abstract than System 1 or System 2 individuals and have strong need to maintain secure relationships. System 4 individuals have the most abstract, flexible, and open-minded orientation and have an analytical approach to problem solving. Conceptual systems orientations of subjects taking a general chemistry laboratory were determined using the “This I Believe” test. Subjects were classified into Systems 1, 2, 3, 4, or admixtures. Laboratory sections were assigned randomly to three instructional methods (traditional approach, learning cycle, computer simulation) for teaching a three-hour laboratory covering spectrophotometry principles. Factorial analysis of covariance indicated no significant conceptual system by instructional method interaction. The main effect for conceptual system was significant, and pairwise comparisons of adjusted mean posttest scores indicated that System 4 subjects as well as System 3 subjects scored significantly higher than System 1 subjects. There was no significant difference in scores between System 4 and System 3 individuals. Conceptual systems orientation is an attribute variable that may influence chemistry learning.  相似文献   

The Departmental Script as an Ongoing Conversation into the Phronesis of Teaching Science as Inquiry     

Wayne Melville  Todd Campbell  Xavier Fazio  Anthony Bartley 《Journal of Science Education and Technology》2012,21(6):835-850

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Combining exploratory learning with structured practice educational technologies to foster both conceptual and procedural fractions knowledge     

Mavrikis  Manolis  Rummel  Nikol  Wiedmann  Michael  Loibl  Katharina  Holmes  Wayne 《Educational technology research and development : ETR & D》2022,70(3):691-712

Educational technology research and development - Educational technologies in mathematics typically focus on fostering either procedural knowledge by means of structured tasks or, less often,...  相似文献   

Problematizing the Practicum to Integrate Practical Knowledge     

Wayne Melville  Todd Campbell  Xavier Fazio  Antonio Stefanile  Nicholas Tkaczyk 《Research in Science Education》2014,44(5):751-775

This article examines the influence of a practicum teaching experience on two pre-service science teachers. The research is focused on examining a practicum in a secondary science department that actively promotes the teaching and learning of science as inquiry. We investigated the process through which the pre-service science teachers integrated their practical knowledge, and examined this in the context of the quantified reformed instruction they enacted. Using a mixed methods design, we have quantified these pre-service science teachers’ practice using the Reformed Teaching Observation Protocol (Piburn et al. 2000), in concert with a narrative methodology drawn from in-depth interviews. Our analysis of the data indicates two important conclusions. The first is the importance of a consistently reformed image of science education being presented and practiced by both science teacher educators and cooperating teachers. The second is the recognition that a consistently reformed image may not be sufficient, of itself, to challenge pre-service teachers’ views of science education. Pre-service teachers appear to be heavily influenced by their biographies and own science education. Consequently, it appears the extent to which a pre-service teacher identifies problems of teaching and learning, and then works toward possible resolution, influences their progress in shaping reformed views of science education.  相似文献   

French secondary school students' perceptions of the education-labor market link     

Nathalie Sanquirgo  Richard Turton  John Killeen  Wayne Diamond  Monique Wach 《European Journal of Psychology of Education - EJPE》2004,19(3):295-314

A survey was conducted to examine the strength of beliefs among French school pupils in three perceptions of the education-labor market link traditionally studied in the economy of human capital: ‘productivity’, ‘screening’ and ‘credentialism’. 247 male and female French students aged between 14 and 24 years responded to a paper-and-pencil questionnaire. The purpose of the study is by means of introducing the concepts of ‘productivity’, ‘screening’ and ‘credentialism’ into the field of psychology of education to identify on the one hand the relative dominance of these three conceptions, and on the other hand to study each in relation to classical demographic variables and psychosocial variables such as academic self-evaluation, self-assessment of the range of vocational options and type of education and training sought by the pupils. Results indicate that students are more inclined to believe that the achievement of academic degrees acts more as a ‘screening’ device and as evidence of achievement than a factor enhancing productivity in the workplace. It seems that the variability of the role assigned to education as regards employability depends on the students' social and academic standing and on the way they deal with it.  相似文献   

Anaheim 2003 • Sessions     

David Winograd  Pat Miller  Delia Neuman  Dick Cornell  Wayne Hodgins  Roosevelt “Rick” Wright  Connie Tibbitts  Ward Mitchell Cates  Nada Dabbagh 《TechTrends》2004,48(1):13-24

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An evaluation of alternative systems for implementing curriculum change     

Wayne W. Welch  Victor L. Willson 《科学教学研究杂志》1977,14(3):223-230

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Axiology,the Subject and the Chair     

Melville  Wayne  Campbell  Todd  Jones  Doug 《Research in Science Education》2019,49(3):679-696

Research in Science Education - This article addresses two gaps in the literature related to science department chairs: the axiological relationship between the chair and science, the subject, and...  相似文献   

A Quality Math Curriculum in Support of Effective Teaching For Elementary Schools     

William Hook  Wayne Bishop  John Hook 《Educational Studies in Mathematics》2007,65(2):125-148

This paper presents a curriculum, textbook and test result analysis for the new (to California) elementary school “Key Standard” mathematics curriculum, transplanted in 1998 from it's foreign roots in Asia and Europe, locations with far different cultural and economic backgrounds. Based on topic analysis methods developed by Michigan State University, this curriculum is a “quality” curriculum, since it is closely aligned with the curriculum of the six leading TIMSS math countries. Five-year test results are presented for two cohorts totaling over 13,000 students, all from four “early adoption” urban districts where 68% of the students were economically disadvantaged. Included are two cohorts of English learning immigrants totaling over 4,400 students. Performance was found to be statistically superior to similar (control) districts which continued with the old 1991 curriculum and textbooks (0.003 < p < 0.015). The focus of this paper is on the transition from far-below to above average learning performance of these students over the 1998–2002 period.  相似文献   

Quality assurance of joint degree programs from the perspective of quality assurance agencies: experience in East Asia     

Yung-Chi Hou  Martin Ince  Sandy Tsai  Wayne Wang  Vicky Hung  Chung Lin Jiang 《高等教育研究与发展》2016,35(3):473-487

Joint degree programs have gained popularity in East Asia, due to the growth of transnational higher education in the region since 2000. However, the external quality assurance (QA) and accreditation of joint degree programs is a challenge for QA agencies, as it normally involves the engagement of several institutions and multiple national accreditation procedures. The purpose of this study is to explore current QA approaches to joint degree programs in Europe and East Asia from the perspectives of QA agencies. There are four major findings from the study. First, East Asian countries tend to stipulate national regulations for a joint degree program. Second, an external QA mechanism for joint degree programs has not yet been developed in East Asian nations. Third, the adoption of international accreditation as the popular approach for joint degree programs in business fields in Asia raises the serious issue of national jurisdiction over higher education. Fourth, the European Consortium for Education's (ECA) single accreditation mode is highly recommended by QA agencies.  相似文献