Volume 97, Number 2, February 1997

Table of Contents

Abstracts

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Table of Contents

Abstracts

• In-Service Teacher Education Through an After-School Hands-On Science Program

Theodore R. Spickler
Bayer Corporation
Laurie C. Hernandez-Azarraga
Merck & Co., Inc.
Mary Ellen Komorowski
Bethany College 

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        An after-school hands-on science program was offered for two years for the purpose of stimulating in-service elementary school teachers to increase their use of a hands-on approach to the teaching of science and mathematics. Parents were brought into the after-school classes as active partners in the education of their children. Surveys of parents and teachers yielded judgments of high regard for the effectiveness of the program. This intervention appeared to be of limited value however in bringing unscientifically oriented elementary school teachers up to a high level of proficiency in the hands-on approach to science teaching.
 
• The Relationship Between Teacher and Student Beliefs About Mathematics

Glenda Carter and Karen S. Norwood
North Carolina State University 

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        In this study the relationship between teacher (n = 7) beliefs about mathematics, the learning and teaching of mathematics and their respective students' beliefs about mathematics (n = 158) are examined. The data were collected by means of two instruments specifically designed to measure belief systems about mathematics. Teacher scores were adjusted so that a higher score reflected beliefs in alignment with the National Council of Teachers of Mathematics (NCTM) Standards. Results indicated that the students of teachers whose beliefs were in alignment with the NCTM Standards had significantly different beliefs about factors that lead to success in mathematics than did other students. Specifically these students felt that working hard to solve problems and striving for understanding would lead to success. No student differences were found for subscales of ego orientation, competitiveness, interest and extrinsic factors such as neatness and cooperation. These findings suggest that this group of teachers practiced what they believed and that these practices affected what their students believed about mathematics. We suggest that using these two assessments in tandem give a clearer picture of the mathematical environment within a classroom and can be used in professional development workshops to initiate teacher reflection about classroom practices.
 
• Diagnosis of Spanish Primary School Students' Common Alternative Science Conceptions

Fermín M^a. González
State University of Navarra (Spain) 

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        The purpose of this investigation was to explore common (elicited from at least 25% of students at any one level) alternative conceptions of a Natural Science topic familiar to students, which was a part of the regular curriculum. The primary topic was: Water in Nature. We also studied the persistence and tenacity of alternative conceptions. The most relevant instruments and strategies used in the investigation were the following: brainstorming sessions, transcriptions of students' participation, a questionnaire on basic knowledge of the topic and concept maps. Our study of the data revealed that similar misconceptions are evident in upper elementary school students and lower elementary school students.
 
• Area and Perimeter: Preservice Teachers' Confusion

Kathryn S. Reinke
Oklahoma State University 

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        Measurement topics, including perimeter and area, are basic to the competency domain of elementary teachers. This study examines solution strategies, used by elementary preservice teachers, to find the perimeter and area of a shaded geometric figure. Many of these preservice teachers incorrectly found the perimeter of the figure by the same method they used to find the area. Examination of incorrect strategies by preservice teachers provides an opportunity to investigate inadequacies in the mathematical backgrounds of these students as well as to make curriculum changes in teacher education programs.
 
• What Factors Affect Attitudes Toward Women in Science Held by High School Biology Students?

Janice McCarty Terry
Shaw High School
William E. Baird
Auburn University 

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        To achieve the goal of science for all Americans, students of both genders must believe that careers in science are equally appropriate for women. Yet male and female students in high school science classes do not have the same views of women in science. This study investigated the influence of 17 factors on high school students' attitudes toward women in science. Data were collected from 844 students enrolled in biology classes in an urban school district in Georgia. Multiple regression determined that the 17 factors significantly influence students' attitudes toward women in science, accounting for 28% of common variance. The four most significant factors - student gender, science ability, level of education the student plans to complete, and career interest - accounted for 24.6% of total variance. Female students who have high science ability, plan to complete high levels of education, and who have career interests in science showed more favorable attitudes toward women in science. Males with low science ability, low levels of education they plan to complete, and no interest in science as a career had the least favorable attitudes toward women in science. Male students with less positive attitudes toward science careers for women need to be included in programs aimed at encouraging all students to consider science careers.
 
• The Effects of Embedded Monitoring and Regulating Devices on the Achievement of High School Students Learning Science From Text

Pierce Farragher and Larry D. Yore
University of Victoria 

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        Learning from text with embedded monitoring (questions) and regulating (prescriptive feedback) adjuncts was examined relative to pretest, posttest, and retention science achievement, time-on-task, and efficiency (learning or retention gains per time-on-task). Grade nine students (n = 125) with varying degrees of prior knowledge were randomly assigned to one of five treatments that varied along a question-feedback dimension. A significant (p < 0.05) treatment effect was found for time-on-task. The treatments with embedded questions and general or specific regulating actions promoted or demanded significantly more time than the read-only treatment. No other significant treatment effects, prior knowledge effects, or treatment-by-prior knowledge interactions were found.
 
• Science Attitudes of Selected Middle School Students in China: A Preliminary Investigation of Similarities and Differences as a Function of Gender

William J. Boone
Indiana University 

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        Evaluating the attitudes of science students is important for teachers, curriculum developers, and those working with preservice teachers. Although in the United States a great deal of attitudinal research has been conducted with regard to science education, in the People's Republic of China very little work concerning science attitudes has been completed. This study will report on an evaluation of Chinese boys' and girls' attitudes toward selected science topics. Students attended a middle school in the city of Shanghai. Analysis indicated that when the male and female Chinese students differ in their response patterns, females select more intense responses ("strongly agree" as opposed to "agree," "strongly disagree" as opposed to "disagree"). Furthermore, the surveyed females often selected responses suggesting that they were more interested in the science topics and issues presented in the survey.