document resume ed 381 355 author izak, dina, ed.; chia ... · document resume ed 381 355 se 056...

DOCUMENT RESUME

ED 381 355 SE 056 053

AUTHOR Izak, Dina, Ed.; Chia, Siu Yoon, Ed.TITLE Abstracts of Presented Papers [at the] NARST Annual

Meeting (67, Anaheim, CA, March 26-29, 1994).INSTITUTION National Association for Research in Science

Teaching.PUB DATE Mar 94NOTE 175p.PUB TYPE Collected Works Conference Proceedings (021)

EDRS PRICE MF01/PC07 Plus Postage.DESCRIPTORS *Educational Research; Educational Technology;

Elementary Secondary Education; Evaluation Methods;Foreign Countries; Higher Education; Middle Schools;Science Education History; *Science Instruction;Science Teachers; Sex Fairness; Teacher Education;Teaching Methods

ABSTRACT

Included in this publication are abstracts of paperspresented at a meeting on science teaching. Also included are: anindex of authors and the sessions in which they presented papers, astrand index listing sessions that pertain to that strand, and anaddress list of all the authors. Strands include alternativeassessment; approaches to research; curriculum; gender equity;history, philosophy, and epistemology; international; use oftechnology; science teaching and learning; and teacher education.Science teaching and learning subcomponents include agriculturalsciences, biology, chemistry, Earth science, elementary school,environmental; general, interdisciplinary, nursing sciences, physicalscience, physics, and special education. Teacher educationsubcomponents include inservice, inservice and preservice, andpreservice categories for elementary school, general, high school,middle school, and university/college levels. (LZ)

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Reproductions supplied by EDRS are the best that can be madefrom the original document.

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NARSTNATIONAL ASSOCIATION FOR RESEARCH IN SCIENCE TEACHING

ABSTRACTS OF PRESENTED PAPERS

U.S. DEPARTMENT OF EDUCAT.ONOthce 01 EduCafiConal Research and improvement

EDUCATIONAL RESOURCES INFORMATIONCENTEP (ERIC)

This documentent has been reproduced asdeemed from the Person or organ.zahon

Onglnating .1

C Mnot changes have been made to 'improvereproduction duality

Points olviewo oporons staled .n tnS doer,men) do not necessarily represent otheralOERI pos.t.on or policy

EDITORS

Dina IzakSiu Yoon Chia

Indiana University

67th NARST Annual MeetingAnaheim, CA

March 26-29, 1994

BEST COPY AVAILABLE

"PERMISSION TO REPRODUCE THISMATERIAL HAS BEEN GRANTED BY

\11-4),J

TO THE EDUCATIONAL. RESOURCESINFORMATION CENTER (ERIC)."

Abstacts of Presented Papers

67th Annual NARST MeetingAnaheim, CaliforniaMarch 26-29, 1994

3

Table of Contents

Overviewi

Presented Papers Table of Contents ii

Abstract of Presented Papers1

Session Index by Author 111

Strand Index by Session 118

Address List of Authors 120

Overview

The abstracts of the present papers are listed throughout this book by session number. Thecode at the beginning, 52.04, indicates the clay, session, and room.

Day CodesASaturday, S=Sunday, M=Monday, T-Tuesday

Room Codes01Valencia Room02-Granada Room03=Madrid Room04-Barcelona Room05...Seville Room06-Plaza Terrace I-II07 =Plaza Terrace08 =Plaza Terrace V-VI09-Ballroom V

10..Ballroom VI11..Ballroom III12Ballroom IV13=Ballroom14=Commodore Board Room15.Royal Ballroom16...Ballroom Foyer17=Medallion I

You will also fmd there are several aids to finding abstracts: a table of contents listing the names of thepapers, the authors, and the page numbers on which the abstract can be found; an index of authors andthe sessions in which they present papers; a strand index listing sessions that pertain to that strand; andan address list of all the authors.

TABLE OF CONTENTS FOR PRESENTED PAPERS

Workshop

Presession Workshop: Use of Microcomputers Research: Advanced Analysis and Dialog of Results(Session One)

Carl Berger, Joseph Krajcik, David Jackson, Kathleen Fisher 42.01 1

Presession Workshop: Use of Microcomputers Research: Advanced Analysis and Dialog of Results(Session Two)

Carl Berger Joseph Krajcik, David Jackson, Kathleen Fisher A3.01 1

Workshop: Gender/Equity

Presession Workshop: Preparing Gender Sensitive Science TeachersDale Baker, Kate Scanterbury A3.02 1

GENERAL SESSION

Science Education Reform: What is the Role of Research?Marcia Linn A5.15 1

Poster Session: Use of Technology, Gender/Equity, History/Phil/Epistemology,Science Teachin' g/Lesuming Teacher Education, Alternative Assessment

Developing a Theoretical Basis for Ira, educing Geographic Information Systems into High SchoolsRichard H. Audet, Gerald Abegg A7,15 2

The Biology Sleuth: Evaluation of an Interactive Learning EnvironmentRebecca Denning, Philip J. Smith A7.15 2

The Effects of Integrating Real Time Weather Data into Laboratory Centered Science: Year Two ofProject Earthstorm

Melanie Reap, Ann M.L. Cavallo, Georgianna Saunders, Brian Gerber A7.15 2

Equity Sensitivity of Parents of Elementary School ChildrenPeggy Daisey, M. Gail Shroyer A7.15 2

Participatory Influences on Science and Mathematics Teaching & Learning: Gender, Culture &Psychosocial

Pamela Fraser-Abder A7.15 3

Teaching Science as Relevant is an Irrevelant Endeavor3Alejandro J. Canard A7.15

Assessing Physics Students' Epistemological Commitments Through Analysis of Arguments3Gregory J. Kelly A7.15

'I* No abstract available.

View from the Lab: Factors which Affect Scientists' Participation in Apprenticeship ProgramsClare Von Secker A7.15 3

Learning in the Untracked Middle School Science ClassroomJulie A. Bianchini, Nicole C. Holthuis A7.15 4

High-Ability College Students' Recollections of Junior and Senior High School ScienceJohn Eichinger A7.15 4

Upon this Rock: A Baseline for Work in Progress at Selected Professional Development SchoolsLynda R. Flage, Eric J. Pyle, Thomas Cooney, Susan Ross A7.15 4

Literacy Skills and Science Knowledge Across Culturally and Linguistically Diverse Students4

Cross-Sections to Curricular Constructions: Science Across the BoardGary Habib A7.15 5

Sandra H. Fradd, Okhee Lee A7.15

Cognitive Controls Which Predict Success in Middle School Earth Science: A Pilot Study5

Structure Mapping for Learning from Science Texts with Analogies

5

Jacqueline A. Hykle A7.15

Marie Iding, Thomas Speitel A7.15

Engaging and Motivating Students to Learn Science in Informal SettingChristine Marie Kelly, William Holliday A7.15 5

Science Knowledge, Cognitive Strategies, and Motivational Orientations Across Culturally andLinguistically Diverse Students

Okhee Lee, Sandra H. Fradd A7.15 6

Qualities of Exceptional Science Teachers: A Model for Teacher Preparation Strategies6Susan P. Speece A7.15

Undergraduate Student of Graphing Skills in the Learning of Motion

6

Achievement, Grade Level and Gender as Predictors of Student Attitudes Toward Science6

Michael Svec A7.75

Molly H. Weinburgh A7.15

The Role of The Demonstration Classroom in Inservice

7Julie L. Wilson A7.15

Analysis of College Science Education Position AnnouncementsLloyd H. Barrow, Cora lee Smith A7.15 7

** No abstract available.

A Study of the Science Content Knowledge and Science Process Skills of Pre-Service Elementary TeachersJoan M. Boorman, Rodney L. Doran A7.15

Influence of Cooperative Early Field Experience on Preservice Elementary Teachers' Science Self-EfficacyJohn R. Cannon, Lawrence C. Scharmann A7.15 7

Professional Development In Multicultural Education for Middle School Science and MathematicsTeachers: Possibilities and Problems

David Deru, David Jackson, Mary Atwater, Jenny Oliver A7.15 8

Modifying and Implementing a "Science, Technology, and Society" Course for Middle Grades ScienceTeachers

Cindy L. Doherty, Penny J. Gilmer, Robin H. Marshall A7.15 8

Elementary Science and Mathematics Teaching at its BEST: Results from a Teacher Enhancement ProjectPatricia K. Freitag, De Anne Huinker A7.15 8

A Case Study of Prospective Elementary Teachers' Beliefs Concerning Empowerment in Science Teachingand Learning

Dee French, Thomas Koballa Jr., Elizabeth C. Doster, Renna Calvert A7.15 8

Effectiveness of a Model Teacher Preparation Program for the Elementary LevelDorothy Gabel, William J. Boone A7.15 9

A Case Study of Elementary Teachers: Perceived Interaction of Professional Inquiry and ScienceCurriculum Practice

Alison Graber A7.15 9

Teacher Enhancement Collaboration: Cooperation or a Parting of the Ways?Sandra Henderson, Norman Lederman A7.15 9

The Use of a Structured Discussion Strategy to Facilitate Conceptual Change About Magnetism with Pre-service Teachers

Carol L. Lane A7.15 9

Increasing California's Ethnically Diverse Science Teacher Pool: Year 1Cathleen C. Loving, James Marshall A7.15 10

Use of Learning Environment Surveys in an Interpretive Research on a College Biology Course forProspective Elementary Teachers

Hedy Moscovici, Kenneth Tobin A7.15 10

Making Connections in Science Knowing and Science Teaching: A Study of Teacher-Learning at anElementary Professional Practice School Site

Sharon Nichols A7.15 10

* No abstract available. iv

A Comparison of the Perceptions of Elementary Preservice Teachers Enrolled in Traditional ScienceMethods Courses and Those Enrolled in Teacher Education Center Courses

Katherine Norman A7.15 10

Developing Curriculum from a Constructivist PerspectiveHelen Parke, Charles Coble, Floyd Mattheis, Michael Vitale A7.I5 11

An Exploratory Study of How One Science Educator Contributes to Preservice Elementary Teachers'Confidence in Their Science Teaching Abilities

Diana C. Rice, Anita Roychoudhury A7.15 11

Implementation of Summer Inservice Activities: A Case Study ComparisonDana Riley, Jane Butler Kahle, Ann Haley-Oliphant A7.15 11

Chemistry for Elementary TeachersTom Elliott, Linda Grynkewich, Carol L. Lane A7.15 11

Telecommunications and the Pre-Service Science Teacher: The Effects of Using Electronic Mail and aDirected Exploration of INTERNET on Attitudes

James Russett A7.15 12

Integrating the Organic and the Mechanistic Traditions of Ecology in the Middle School Classroom: ACase Study

Doris B. Ash A7.15 12

Poster Session: Curriculum, History/Phil/Epistemology, Science Teaching/Learning,Teacher Education, Use of Technology

Constructivism in the Atlantic Science Curriculum ProjectJohn Barnett, C. McFadden A7.16 12

Progressive Transition from Algorithmic to Conceptual Understanding in Student Ability to SolveChemistry Problems : A Lakatosian Interpretation

Mansoor Niaz A7.16 12

Toward a Better Understanding of Students' Perception of Science, Scientists and Their WorkHsiao-Ching She A7.16 13

Utilization of Hypertext Tools in the Development of Didactic Resources for the Teaching of ScienceLuciano Barragan A7.16 13

Research in the Technical Educative System of the Countries that Compromise the South AmericanCommon Market

Jorge Buena, Nelly Diaz, Nancy Pere A7.16 13

Regional Program of Juvenile Science and TechnologyJorge Bueno, Nelly Diaz A7.16 13

No abstract available.

Research Management in Peru and the Petroleum IndustryEsteban Castellanos A7.16 14

A Postgraduate Program of Meat Bovines: An Option for the Zone of the Sea of CortezRafael De Luna de la Pena, C.H. Hernandez, V.J. Espinoza, E.A. Palacios A7.16 14

Bilingual Memory: Structure Versus Mental ProcessesRoberto Heredia R. A7.16 14

General Guidelines for the Implementation of Computer Careers in Latin AmericaRam On A. Mata-Toledo, Carlos Reyes G., Raul Sanchez A7.I6 14

Development of Basic Mathematics Computation Abilities: A CENIDET ExperienceJ.L. Ramirez, Manuel Juarez, Luis Villa lobos A7.16 15

Farming and Animal Husbandy Extension Courses: A Fundamental Pedagogical ExperienceR. Santos A7.16 15

New Marine Biology in the Autonomous University of South Baja California SurCarlos J. Villavicencio Garayzar, Gomez del Prado Rosas, Maria del Carmen A7.16 15

Modular Structure of an Intellegience Tutorial System in the Teaching of Theoretical and PracticalDisciplines

Faisal Zeidan A7.16 15

The Effects of a Pedagogical Model on the Development of Affective Dispositions Related to CriticalThinking

Nicole Ferguson A7.16 16

Describing Tanzania Secondary School Students Understanding of Science and Its Impact on SocietyMwantumu Hussein A7.16 16

Relationship Between Girls Perceptions of Physics, Classroom Interactions and Girls' Achievement inPhysics

Bernadeta K. Mushashu A7.16 16

What Opportunities and Constraints Do Young Female Secondary School Tanzanian Students ReportAbout The Study of Sciences?

Anisia Nenze A7.16 16

Traps in Chemistry Learning - Students' Difficulties with the Oxidation ConceptHans-Jurgen Schmidt A7.16 17

The Role of Semantics in Students' Conceptions and Researchers' InterpretationsDavid Schuster A7.16 17

No abstract available. vi

10

Teaching Electricity: A Current DilemmaSusan Stocklmayer, David F. Treagust A7.16 17

Selected Student Factors Affecting Academic Achievement of Grade 8 Students in BhutanChogyal Tenzin A7.16 17

Mathematics /Science Teacher, Teacher/Researcher, Constructivist: Multiple Roles and Multiple DilemmasLoren White A7.16 18

Reversing a Line of Thought in Organic ChemistryVijay Reddy A7.16 18

Evaluation of a Research Based In-Service ProgramE. Van Den Berg A7.16 18

Collaborative Evaluation and the Use of New Technologies in Science Projects in a Middle School SettingPierce Farragher, Colin Collister, Nikki Burger A7.16 18

Contributed Papers: Gender/Equity

Student Disengagement ir. Middle School Science Classes: Consequences for African-American FemalesMary Antony, David E. Bair S2.01 19

Formative Evaluation Within a Program to Increase Minority Participation in Science Teaching andLearning

Ardra M. Grubbs, Dorothy B. Rosenthal, Julia A. Lee 52.01 19

Listening to Diverse Students in a Historically Racist Region: A Social Contextual Study of ScienceTeaching

J. Randy McGinnis 52.01 19

Contributed Papers: Use of Technology

Childrens' Perspectives About Technology: An International ComparisonTina Jarvis, Leonie Rennie S2.02 19

Chemistry Problem-Solving Abilities: Gender, Reasoning Level and Computer-Stimulated ExperimentsJerry P. Suits, J. J. Lagowski S2.02 20

An Examination of Middle. School Students' Decision- Making on Municipal Solid Waste Management inTaiwan

Kuo-Hua Wang 52.02 20

Contributed Papers: Science Teaching/Learning

Learning Environments and Student Outcomes in Senior High School Biology ClassesDavid G. Henderson, Darrell L. Fisher, Barry J. Fraser S2.03 20

" No abstract available. vii

11

Learning Climate, Satisfaction and Grades in Chemistry in German SchoolsOlaf Koeller, Claus Bolte S2.03 20

Student Autonomy and Preordained Science: The Nature of the Laboratory Task in Physics ClassroomsTimothy P. Olsen, Peter W. Hewson 52.03 21


Teaching Complex Subject Matter in Science: Insights from an Analysis of Pedagogical ContentKnowledge

Shirley Magnusson, Joseph ICrajcik, Hilda Borko 52.04 21

Analysis of Cross-Age Teaching in Science: Effects on Elementary Students' Attitudes Toward ScienceMary T. Stein 52.04 21

Contributed Papers: History/Pbil/Epistemology

Use of Historical Vignettes in a Nonscience Majors' Course: Does It Affects Students' Understanding ofthe Nature of Science

Linda E. Roach, Ronald Good 52.05 21

Scientific Research and On-Coming Vehicles: Can Radical Constructivists Embrace One and Dodge theOther?

John R. Stayer 52.05 22

The Impact of Teachers' Conceptions of the Nature of Science on the Planned Implementation ofCurriculum

Moreen K. Travis 52.05 22

Paper Set: Approaches to Research

Partners in Research: Teachers, Education Foundation Curriculum Developers, and UniversityResearchers Identifying Student Outcomes Related to Integrated Science and Mathematics Education

Donna F. Berlin, Judith A. Hillen 52.06 22

Collaborative Relationships in Science Education Reform Initiatives: Insights from National Center forScience Teaching and Learning Studies

Robert Donmoyer 52.06 22

Science Teaching Partnership Project: Enhancing the Professional Status of TeachersMichael H. Klapper, Phillip Heath 52.06 23

Partners in Research: Teachers and University Researchers Collaborating in Classroom-Based ResearchArthur L. White, Donna F. Berlin 52.06 23

* No abstract available. viii

1.2

Contributed Papers: Alternative Assessment

Assessing Students' Abilities to Construct and Interpret Graphs: Disparities Between the Results of Free-Response and Empirically-Derived, Multiple-Choice Instruments

Craig A. Berg 52.07 23

The Misconceptions on Acid and Base Held by 5th and 6th Graders in TaiwanWanchu Huang 52.07 23

Using Performance Assessment to Elicit Cognitive ProcersesRichard Sudweeks, Samuel Clay S2.07 24

Contributed Papers: Teacher Education

Science-Teachers as Uncritical Consumers of Invalid Conclusions: Lack of Competence or Just PoorPerformance?

Ehud Jungwirth 52.09

Identification of Informed, Partially Informed, Misinformed and Uninformed Conceptual ScienceKnowledge of Rural Idaho Elementary Teachers

Sandra Ann Melchert 52.09

The Currency of Teachers' Scientific Knowledge: Teacher Development Confronting an EmergingParadox

Lesley H. Parker, John W. Wallace, Helen Wildy 52.09


Personal Reflection on Learning Science Through Guided InquirySandra I. Finley, Frank Crawley 52.10

The Process of Cultural Change in Faculty from Arts & SciencesPenny J. Gilmer, Hedy Moscovici, 'lain Hendren S2.10

Educational Reform: A New ContextIain Hendren, Nancy Davis S2.10


An Ethnographic Analysis of Variables Related to an Elementary School Science Teacher SuccessTien-Ying Lee 52.11

Implementing the Role of Facilitator: A Case Study in Elementary ScienceMark D. Guy 52.11

Changing the Existing Practice: A Preservice Teacher's StoryAnita Roychoudhury S2.11

1" No abstract available.

13

24

24

24

25

25

25

25

26

26

Special Session: International

New Directions in Interpretive Research: Views From the 1993 Taiwan ConferenceKenneth Tobin, James Gallagher, Reinders Duit, Nancy Brickhouse, Jon-Hsiang Yang, Hsiao-LinTuan, Chao-Ti Hsiung 52.13 **

Discussion Group: Science Teaching/Learning

Development and Testing of a Middle School Science Visual Literacy SurveyJanet L. Bohren 54.01 26

Investigating the Nature of Formal Reasoning in Chemistry: Testing Lawson's Multiple Hypothesis TheoryObed Norman 54.01 26

Influence of Engagement in Indigenous Technology Activities as Project Work on the Acquisition ofSelected Process Skills in Chemistry

Ngozi Osuji, Peter Okebukola S4.01 27

Making Inferences and Evaluating Evidence in Practical InvestigationsIsobel J. Robertson 54.01 27

Pragmatic Schemes and Conditional Reasoning in Twelfth-Grade StudentsNicolaos Valanides S4.01 27

Symposium: Use of Technology

Electronic Dialogue and Science Knowledge IntegrationNancy B. Songer, Marcia Linn, William Newman 54.02 27


The Effect of School and Departmental Variables on the Implementation of a Science TeachingInnovation: Communication

Philip Adey S4.03 28

Barriers To Teachers Reconstruction of Their Assessment PracticeLeonie J. Rennie, Lesley Parker 54.03 28

Turning to the Face of Science that Does Not Yet Know: A Personal Construct Analysis of Changes inStudent Teacher Thinking about the Nature of Science Following Work in Independent Investigations

Bonnie Shapiro 54.03 28

Symposium: Approaches to Research

Classroom Interactions: Perspectives from Social Organization, Social Semiotics, Constructivism andAction Theory

Patricia E. Simm ins, Lon Richardson, Jay Lemke, Peter Taylor S4.04

** No abstract available. x

**

Contributed Papers: History/Phil/Epistemology

The Conceptual Ecology of Students' Scientific and Religious BeliefsTodd Alexander, Wolff-Michael Roth 54.05 29

Hearts and Minds in the Science Classroom: The Education of a Confirmed EvolutionistDavid Jackson, T_.izabeth C. Doster, Teresa Wood, Lee Meadows 54.05 29

Ways of Knowing Among College Nonscience Majors: A World-View Investigation

29Isaac Lassiter 54.05

Contributed Papers: Curriculum

Students Facilitating Conceptual Change / The Use of Focus Groups in Biology Curriculum DevelopmentEleanor Abrams, James H. Wandersee 54.06 29'

Effects of a New Constructivist -Based Middle School Science Curriculum on Student Attitudes TowardScience

Randall K. Backe, Emmett L. Wright 54.06 30

Evaluating Instruction in Two Different Introductory Chemistry Courses: What We Know and What WeDon't

Brian P. Coppola, Oksana Malanchuk S4.06 30

Curriculum, Teaching and Students' Learning: Observations of Third-Grade ClassesChao-Ti Hsiung, Ping-Hsing Lee S4.06 30


Portfolio Assessment in a Chemistry ClassroomSusan M. Butler 54.07 30

Themes, Inquiry and Collaboration in College Introductory Biology LaboratoryEthelynda E. Harding, M. Key, Cathleen Loving 54.07 31

Designing Alternative Assessments for a Year-Long Grade Garbage/Eco-System Unit: What It Portends forthe Educational Researcher

Julie A. Schmidt, Jean Leach 54.07 31

Contributed Papers: International

Investigacion en el sistema educativo tecnico en los paises integrantes del MERCOSURJorge Bueno, Nelly Diaz, Nancy Pere 54.08 31

Gerencia de investigation para las universidades PeruanasEsteban Castellanos 54.08 31

No abstract available. xi

15

Memoria bilingue: Estructura vs procesosRoberto Heredia R. 54.08 32

Estudiantes de nuevo ingreso a la carrera de biologo marino en la Universidad Autonoma de BajaCalifornia Sur

Carlos J. Villavicencio Garayzar, Gomez del Prado Rosas, Maria del Carmen S4.08 32


Understanding Generative Learning Models of Instruction by Elementary Teachers Trained on a LinearInstructional Process

Lawrence B. Flick 54.09 32

A Survey of Interactive Video Use in Science Teacher Education in OhioDavid D. Kumar, Stanley L. Helgeson, Deborah C. Fulton 54.09 32

Development and Implementation of Visual/Spatial Science ActivitiesAlan J. McCormack, Cheryl L. Mason 54.09 33

"Galileo Revisited": Case Studies and the Professional Development of Science TeachersJohn Wallace, William Louden 54.09 33

Paper Set: Science Teaching/Learning

Predictors of Science Fair Participation Using the Theory of Planned BehaviorCharlene M. Czerniak, Andrew T. Lumpe 54.10 33

Do Science Teachers Intend to Engage in Collaborative Reflective Practice?Shireen J. M. Desouza 54.10 33

The Determinants of Chemistry Students' Intentions to Major in Science: A LISREL Model Using Aizen'sTheory of Planned Behavior

Lee Meadows, Steve J. Oliver, Thomas R. Koballa, Jr. 54.10 34

Teachers' Intentions to Use and Their Actual Use of Microcomputer Science Laboratory InterfaceMaterials in Science Education

Bruce G. Smith, Frank E. Crawley, Robert L. Shriley 54.10


34

Appropriating Scientific Discourse in a Sixth Grade Classroom: The Case of JuanDavid J. Holland, Charles W. Anderson, Annemarie S. Palincsar S4.11 34

Power, Status and Personal Identity in Small Group Problem SolvingGwen Kollar, Charles W. Anderson, Annemarie S. Palincsar S4.11 34


16

Student Engagement in Science Collaborative GroupsLori Kurth, Charles W. Anderson, Annemane Palincsar 54.11 35


Exploring Chemistry Teachers' Beliefs About Students' Learning ProcessesRobert E. Ho llon, Patricia K. Freitag, Lymon L. Lyons 54.12 35

When World Views Collide: Conflicting Beliefs about Assessment in an Interdepartmental Effort toDevelop a Biology Course for Prospective Elementary Teachers

Susan A. Mattson 54.12 35

Science Middle School Teachers Gender Related Beliefs, and the Achievement of the Comprehensive PlanGoals in Florida

Li lia Reyes-Herrera, Alejandro Gallard, Scott Robinson 54.12 35

Patterns of Teacher Practices, Beliefs & Needs: Socio-Economic Factors and Science Instruction inMiddle Schools

Scott Robinson, Kenneth Tobin, Ken Shaw 54.12 36

Special Session: Teacher Education

Teacher Education: In Need of a Tuneup or Major Overhaul?Russ Yeany 54.13

Strand Meeting: Science Teaching/Learning

**

Teaching and Learning Strand Meeting (1-1/2 hours) Alternative Perspectives of Teaching, Learning, andAssessment: Desired Images

Kathleen M. Fisher, Ron Good, M. Gertrude Hennessey, Wolff-Michael Roth, James A.Shymansky, Larry Yore 55.13 36

Symposium: Gender/Equity

Professional Development and Gender Issues: Models and FrameworksSharon Parsons, Lesley Parker, Leonie Rennie, Gaell Hildebrand 56.01 36


Students' Use of a Multimedia Interactive Science Unit and the Relation to Problem SolvingCarl Berger, Jane Tucker 56.02 36

Student-Student Interactions Generated by the Introduction of Interactive Videodisc in the ScienceClassroom

Isabel Chagas, Gerald Abegg 56.02 37


17

Human Physiology: Improving Students' Achievements Through Intelligent StudywareYehudit J. Dori, Jerome Yochim 56.02 37

Contributed Papers: Approaches to Research

COPs and ANTs: Tracking Science Learning in Social SettingsWolff-Michael Roth 56.03 37

Using Concept Mapping in a College Course on Evolution: Phase 2-Integration of Instructor-SuppliedGraphics in Students' Maps

John E. Trowbridge, James H. Wandersee 56.03 37

Teaching for Student Conceptual Understanding in Science: Research Implications from anInterdisciplinary Perspective

Michael R. Vitale, Nancy R. Romance, Helen Park, Pat Widergren 56.03 38

Implementing Reform in Rural High School Science Classrooms: A Case Study of Two Physical ScienceTeachers

Susan L. Westbrook, Laura Rogers 56.03 38

Contributed Paper: Science Teaching/Learning

Textbook Use in the High School Biology Classroom: What Teachers ReportLori Lyman DiGisi 56.04 38

Verbal and Non-Verbal Behavior of Ability-Grouped DyadsM. Gail Jones, Glenda Carter 56.04 38

An Interpretive Study of Pair Interactions Supporting the Composition of Collaborative Laboratory Reportsin Ninth Grade General Science

Carolyn W. Keys S6.04 39

Evaluating The Pairs Project: Integrating Reading and ScienceMark R. Malone 56.04 39

Symposium: History/Phil/Epistemology

The Classroom as a Sociocultural Site: Toward More Insightful Understandings of Ways of Knowing andActing

Peter C. S. Taylor, Kenneth G. Tobin, William W. Cobern 56.05 39


Systemic Reform in Science Education: Coordinating Research Between an Urban Systemic Initiative anda State Systemic Initiative in Ohio

Jane Butler Kahle, Ann. Haley-Oliphant, Steven Rogg S6.06 39

** No abstract available. xiv

18


Teaching the Native American Student: Teachers' Beliefs about Multicultural Science EducationDiane Ebert-May, Deborah Tippins, Carol Adkins, J. Shiro Tashiro, Paul Rowland S6.07 . . . 40

An Instrument to Assess Preservice Elementary Teachers' Beliefs About Science Teaching and LearningSheila Jasalavich, Larry E. Schafer 56.07 40

Impacting Elementary Teache ; .;fiefs and Performance Through Teacher Enhancement for ScienceInstruction in Diverse Settings

Iris M. Riggs, Esteban Diaz, Joseph Jesunathadas, Klaus Brasch, Javier Torner, Lisa Shamansky,Sam Crowell,. Allan Pelletier 56.07 40


Los desconceptos inducidos en la ensenanza de la quimcaEdgardo R. Donati, Daniel 0. Martire, J.J. Andrade Gamboa 56.08 40

Redes conceptuaies, Parte 1, Fundamento Teorico

41Lydia Galagovsky 56.08

Preconceptos y su Representation en Conceptos Basicos de GeneticaS.M.E. Jerezano, Z.C. Alvarado, Fernando Flores Camacho, C.L. Gallegos 56.08 41

La imagen hacia las ciencias de los estudiantes de Biologia: Un analisis epistemologico

41William Manuel Mora Penagos 56.08


Students Attitudes Toward Science, Technology and Mathematics Subjects in Secondary Schools - TheJETS of Nigeria Experience

Rose N. Agholor, Leonie J. Rennie, Peter A. Okebukola S6.09

High School Students' Understandings of Diffusion Concepts in Relation to Their Levels of CognitiveDevelopment

A. Louis Odom, John Settlage 56.09

41

42

Formal Reasoning and Science TeachingNicolaos Valanides 56.09 42

Cognitive Style, Academic Self-Concepts and Creativity as Predictors of Achievements in Science andMathematics

Suan Yoong S6.09

** No abstract availabk.XV

1.D

42


Learning Style Analysis in a Calculus-Based Introductory Physics CourseTeresa Hein S6.10 42

A Study of an Organizational Structure for Cooperative Work Among University Students in anIntroductory Laboratory for Science and Engineering Majors

Patrick Kenealy 56.10 43

43An Individual Student's Learning Process in Electric Circuits

Hans Niedderer, Fred Goldberg 56.10

Assessment of Science Misconceptions: Student's Expectations and Researcher's QuestionsRebecca J. Pollard, David M. Cole 56.10


College Student Performance on the Cultural Literacy Science Assessment InstrumentFred H. Groves, Ava Pugh, Pet Jr Mangold 56.11 43

Using Cue Attendance to Improve Problem Solving Abilities of Fifth Grade StudentsSusan A. Migon, J. Nathan Swift 56.11 44

Neuro-Cognitive Developmental Variation Found Related to Success in Middle School and ScienceRita W. Peterson S6.11 44

43

The Shadow is There but You Can't See It." Shadows - A Context for Developing a Learning Model forScience Education of Young Children

Gilda Segal, Mark Cosgrove 56.11 44


Strategies Exhibited by High School Students During Biology LaboratoriesLaura M. Barden S6.12 44

Goals and Behavior of Four Female Students and Their Teacher During Piloting of NGS Kidsnet Unit,How Loud is too Loud, in 8th Grade "At-Risk" Classroom

Ruth Bombaugh, Nancy Marx, Karen Mahliot S6.12 45

Comparison of Reported Study Sias of Ninth Grade Science Students Enrolled in an Outcome BasedEducation Classroom and a Traditional Classroom

Calvin 0. Froehlich, Jeffrey R. Pribyl S6.12 45

Science Concept Learning by English as Second Language Junior Ser mdary StudentsKeith B. Lucas, Piu-Kwong Lai, Ed V. Burke 56.12 45

** No abstract available. xi

20

Paper Set: Alternative Assessment

Cognitive Demands of Alternative Science Assessments: Theory and ResearchGail P. Baxter, Timothy J. Breen, Anastasia D. Elder, Robert Glaser, Kalyan Raghavan 56.13 45

Contributed Papers: Curriculum

Teachers' Beliefs About Thematic Science Curriculum Reform: From Anticipation to ImplementationFrank E. Crawley, Barbara S. Babineaux 57.01 46

Scaffolding: An Asset to Changing Teacher Beliefs in Implementation of New Science CurriculumRobert L. Liske, Dr. James Gallagher, Dr. Mel Comeau 57.01 47

High School Science Teachers as Barriers to Curriculum Reform in Science: Fact or Fiction?Barbara Salyer-Babineaux, Frank E. Crawley S7.01 47

Special Session: Use of Technology

Research and Theory in the Use of Technology in Science EducationMarcia Linn, Carl Berger 57.02 47


Conception and Application of the Kieler Motivational Learning Climate Questionnaire for ChemistryInstruction at German Schools

Claus Bolte 57.03 47

Team Teaching in a College Level Physical Science CourseSabitra S. Brush 57.03 48

Teaching of a Large Science Class: A Case Study at the University of Durban - Westville - South AfricaPrem Naidoo S7.03 48


Preservice Biology Teacher's Conceptions of Teaching Science: The Metamorphosis of One Teacher'sViews

Perry A. Cook S7.04 48

Concerning the Disparity Between Intention and Action in the Teaching of PhysicsHelmut Fischler 57.04 48

Investigating Preservice Chemistry Teachers' Thoughts in Microteaching Context - Case StudiesHsiao-lin Tuan, Song-Lin Ferng 57.04 49

** No abstract available. xvii

21

A Study of the Preparation of Preservice Middle School Science Teachers: Exploring Attitudes andAnxieties

Scott B. Watson, Robyn L. Wertheim 57.04


49

Measuring Pre-Service Science Teacher with the Modified Nature of Science ScaleWilliam J. Boone 57.05 49

Teachers' Views of the Role of Evolution in the Structure of BiologyJulie Gess-Newsome S7.05 49

Preservice Teachers' Views of the Nature of Science During a Postbaccalaureate Science TeachingProgram

Bruce C. Pahnquist, Fred Finley 57.05


50

Listening to Other Voices: Adding Cogency to Science Education Research by Broadening the TheoreticalDialogue

William G. Holliday, J. Randy McGinnis, Rebecca Pollard 57.06 50


Factors Related to Science Fair SuccessAndrew T. Lumpe, Charlene Czerniak 57.07 50

Influences on Science Fair Participant Research Design Selection and SuccessEric J. Pyle 57.07 50

From an Aristotelian to a Newtonian Worldview: An Interactive Computer-Based Microworld as aMediational Tool for the Social Construction of Scientific Concepts in High School Physics

Gilian Smith, Wolff-Michael Roth, Carolyn Woszoyna 57.07 51


La utilization de la herramienta de los hipertextos en el dessarrollo de soportes didacticoscomputacionales para la ensenanza de las ciencias

Luciano Barragan S7.08 51

Guia general para la implementation inicial de carreras computacionales en America Latina51Ramon A. Mata-Toledo, Carlos Reyes G., Raid Sanchez 57.08

Desarrollo de habilidades basicas en Mathematicas para computacion: Una experienca en CENIDET51J. L. Ramirez, Manuel Juarez, Luis Villa lobos S7.08

* No abstract available. xviii

22

Estructura Molecular de un sistema tutorial inteligente para la enseiianza de disciplinas teoricas ypracticas

Faisal Zeidan 57.08 52

Special Session

International Study of Opportunities to Learn, Including Textbooks and Instructional Practice: The ThirdInternational Math and Science Study (TIMSS)

William Schmidt, Edward Britton S7.17 **

General Session

Strong Objectivity: Implication for Science Education ResearchSandra Harding 58.15 52

Contributed Papers: Gender/Equity

Teachers' Perceptions of Topics Selected By Boys and Girls for Science Fair ProjectsEileen D. Bunderson, Hugh J. Baird M2.01 52

Preparing Gender-Sensitive Science TeachersKate Scantlebury M2.01


52

A Conceptual Change Rationale for the Design of BioMap: An Interactive Hypermedia Environment toPromote Understanding in Biology

Sharolyn Belzer M2.02 53

Star: A Hypermedia Knowledgebase for Science Teaching and Reform53Joanne Striley, Gail Richmond M2.02

Students Designing Hypermedia Instructional Materials as a Means to Becoming Better Learners53Michele Wisnudel, Jeff Spitulnik M2.02

Discussion Group: Science Teaching/Learning

Negotiating Understanding in a Heterogeneous High School Biology Class: The Stories of Three SpecialEducation Students

Marcia K. Fetters, Larry Burgess M2.03 53

Are We Smart Enough to Learn Science?Sunethra Karunaratne, Diana I. Marinez M2.03 54

High School Students' Conceptions of the Nature of ScienceElaine Oren M2.03 54

** No abstract available. xix

23

School Science: Beyond Blind Faith?Kenneth Tobin, Campbell Mc Robbie M2.03

Pe:.neability of Students' World Views to Their School ViewsBruce G. Waldrip, Peter C. S. Taylor M2.03

Shifting Sands: Renegotiating the Discourse of Lower Track High School StudentsRandy Yerrick M2.03

Paper Set: Curriculum

54

54

55

Implementing and Assessing Integrated Science and Mathematics Curricula: Reports from Two StatesLaura N. Rogers, Vickie M. Williamson, Susan L. Westbrook, Robert L. Fisher M2.04 . . . . 55

Symposium: Teacher Education

Increasing the Breadth and Depth of Research in Science Teacher EducationThomas M. and Vincent N. Dana and Lunetta, Angelo Collins, Peter Rubba, James Shymansky,Heidi Kass, Russ Yeany M2.05 55

Round Table: Approaches to Research

Systematic Reflective Teacher Research in Educational Reform in ScienceMary Jo McGee-Brown, Mary Ann Brearton, Berhard Farges, Danine Ezell M2.06 56


Effects of a Meteorology Inservice Program on Teachers' Beliefs and BehaviorsThomas R. Koballa, Eric J. Pyle M2.07 56

Impacting the Classroom: Assessing the Impact of an Enhancement in Elementary School ScienceWorkshop on Practice

Bruce E. Perry M2.07 56

Using Qualitative and Quantitative Data to Interpret the Impact of a Longitudinal Elementary ScienceImprovement Project

J. Nathan Swift, Suzanne Weber, Barbara Beyerbach, C. Thomas Gooding M2.07 56


Como utilizar la Historia de la Matematica en una clase a nivel medio sobre numeros irracionalesEgbert Agard M2.08 57

No abstract available. xx

24

Preconcepciones y sus Relaciones ante Situaciones Experimentales sobre Conceptos de Presian yFlotation

M.H. Covarrubias, Fernando Flores Camacho, C.L. Gallegos, M.E. Vega, G.M. Rosas,T.D. Hernandez M2.08 57

Induction Matematica: Razonamiento PlausibleGuadalupe de Castillo, Jorge Hernandez M2.08 57

Constrictores Conceptuales y Procesos de RazonaminentoFernando Flores Camacho, M.H. Covarrubias, C.L. Gallegos, M.E. Vega, G.M. Rosas, T.D.Hernandez M2.08

Paper Set: Teacher Education

57

Science Teaching Self-Efficacy Beliefs: Recent Studies and Suggestions for Future ResearchLarry Enochs, Iris Riggs, Linda Ramey-Gassert, Margaret G. Shroyer M2.09 58


Children's Mental Models About StarsMei-Hung Chiu, Shueh-Chin Wong M2.10 59

A Comparison of Selected Marine Ecology Topics and Sources of Knowledge Among Fourth GradeResidents of Coastal and Inland South Texas Communities

Robert B. McDonald, Lowell J. Bethel M2.10 59

Middle School Students' Explanations of Global Warming: Appropriate and Inappropriate ConceptionsFollowing STS Instruction

James A. Rye, Peter A. Rubba, Randall L. Wiesenmayer M2.10 59


Teachers' Knowledge of Sociology of ScienceChristine Cunningham M2.11 59

Multicultural Science Education: Mapping Teachers' Epistemic Terrain in Relation to Power, Purpose andthe Goals of Multicultural Science Education

Deborah Tippins, Sharon Nichols, Denise Crockett M2.11 60

Symposium: Science Teaching/Learning and All Sciences

Science Education in Developed and Developing Countries: From Theory to Practice: A Synthesis of theInternational Conference held in Jerusalem in January, 1993

Avi Hofstein, Geoff Giddings M2.12 60

** No abstract available. xxi

25

Panel: Gender/Equity

Culture: Implications for TeachingMary M. Atwater, Alejandro Gallard-Martiniz, Pamela F. Abder, Randy McGinnis M2.13 . . 60

Round Table: Gender/Equity

Dimensions of Gender-Inclusiveness: High School Students' Attitudes and Perceptions About Science,Mathematics, and English

Leonie J. Rennie, Lesley Parker, Mary Kepert, Leonie Maley, Kerry Monett, Susan Stocklmayer,Joanne Tims M4.01 60

Symposium: Use of Technology

Visions of Science Education in the New Century: Issues Related to the Uses of Technology.Robert D. Sherwood, Jay Lemke, Carl Berger, Steven Hodas, David Jackson, Michael Klapper,Bill Baird M4.02 61


Shifting to an Inquiry-Based Classroom: Effects and RecommendationsMelissa J. Erickson, Edwin Taylor, Linda Shore, Paul Hickman M4.03 61

Trends in Biological Education: Teaching, Textbooks and EvolutionThomas M. Mastrilli, Sandra B. Bobick M4.03 61

The Nature of Exemplary Practice in Secondary School Science Laboratory Instruction: A Case StudyInvestigation

William F. McComas M4.03 61

Assessment Affects Instruction: A Third Grade Class Studies Dolphins and Environmental IssuesBetty A. Wier, Jean Leach M4.03 62


Concept Learning and Problem Solving in High School ChemistryRosemary F. Leary M4.04 62

The Nature of Fourth Graders' Understanding of Electric Circuits and the Role of Anomalous DataDaniel P. Sheperdson, Elizabeth Moje M4.04 62

Use of Teaching Experiment Methodology to Study Development of Reasoning in Laboratory/PracticalInvestigation

Ed Vanden Berg, Nggandi Katu, Vincent N Lunetta M4.04 62

4:' No abstract available. xxri

26

The Relationship Between Knowing How to Construct Graphs and How to Interpret GraphsMichael J. Wavering M4.04 63


A Review of Research into STS ScienceGlen S. Aikenhead M4.05 63

Scientists, Teachers, Natural Resource Managers and National Science Curriculum ReformMichael J. Brody M4.05 63

Equity, Constructivism and Science-Technology-Society: Defining the Direction of a Next Generation ofScience Curricula

MaryAnn Varanka Martin M4.05 63

The Effects of an Interdisciplinary Curriculum Unit on the Environmental Decision-Making of SecondarySchool Students

Amanda W. McConney, Andrew McConney M4.05 64


Revised Science Attitude Scale for Preservice Elementary Teachers: Re-ExaminedBetty L. Bitner M4.06 64

The Development of an Instrument for Assessing the Learning Environment of Science Outdoor ActivitiesNir Orion, Avi Hofstein, Pinchas Tamir, Geoffrey J Giddings M4.06 64

A Classroom Environment Questionnaire for the Constructivist Reform of School SciencePete C.S. Taylor, Barry J. Fraser M4.06 64


Science Conceptual Change in Middle School: Six Case StudiesKathryn Cochran, Charles Fisher, Linda Warner, Alice Horton M4.07 65

Patterns of Conceptual Change in EvolutionSherry S. Demastes, Ronald Good, Patsye Peebles M4.07 65

Conceptual Change Approach to Learning Science: The Dynamic Aspects of MetacognitionGeftrude M. Hennessey M4.07 65

Validating Children's Science: Knowledge Construction in ActionShirley Magnusson, Robert Boyle, Mark Templin M4.07 65

s No abstract available. xxiii2 7


Ensenanza de las Matematicas en la Education Secundaria.Myriam Acevedo Caicedo, Crescencio Huertas Campos M4.08 66

Mode los de Enseii anza Utilizados por los Profesores de Ciencias para desarrollar el Pensamiento Critic°Deyanira Barnett, Lydia de Isaacs M4.08 66

nisei() de Instruments Hipermediales en la Ensenanza de la Quimica y la BiologiaAntonio M. Benavente M4.08 66

Redes Conceptuales, Parte 2, Casos de Aplicacion en Temas de Fisica de Nivel MedioLydia Galagovsky M4.08 66

Special Session

NARST Publications: Policies and PracticesRichard Duschl, William Kyle M4.09


Explorations of the Role of Portfolios in the Development of Pedagogical Content KnowledgeThomas M. Dana, Deborah Tippins, Michael Kameh M4.10 67


Needed! Quality Evaluation of Teacher Enhancement ProjectsJames D. Ellis, Larry C. Enochs, Floyd E. Mattheis M4.11 67


Student Perceptions of Barriers to Success in a University General Chemistry CourseGlen H. Bennett M4.12 67

Concept Maps as Human-Computer Interfaces for Learning ScienceJaime Sanchez M4.12 67

Motivating Students To Engage in Science Content and Strategic KnowledgeWilliam G. Holliday M4.12 68

**

Panel: Approaches to Research

National Science Education Standards and Science Education ResearchAngelo Collins, Rodger Bybee, Audrey B. Champagne, Karen Worth M4.13

No abstract available. xxiv

28


Improved Science Content for Pre-Service Teachers Modeling of Teaching Strategies Based on CurrentScience Reform Literature.

Kathie M. Black M6.02 68

Science Teacher Supply in the United StatesSharon P. Hudson M6.02 68

An Evaluation of Field Experiences for the Preparation of Elementary Teachers for Science, Mathematicsand Technology

Janell D. Wilson, Lawrence C Scharmann M6.02 69


Science Classroom Environments in Catholic High Schools: An Australian PerspectiveJ Dorman, Barry J. Fraser, Campbell J. Mc Robbie M6.03 69

Learning Environments in Agricultural Science Classrooms: A Nigerian Perspective

69Suleiman Idiris, Barry J. Fraser M6.03

Interpersonal Significance of Nonverbal Behavior of Science Teachers in Lab Sessions: A DutchPerspective

Jan van Tarwijk, Darrell L. Fisher, Theo Wubbels, Barry J. Fraser M6.03 69

Science Laboratory Classroom Environments in Chemistry: A Singaporean Perspective70Angela Wong, Barry J. Fraser M6.03


An Integrated Profile of Attributions, Self-Efficacy and Interests of Successful Science Problem-Solvers ina Cross National Sample of Ten-Year Old Children from Germany and the U.S.

Jurgen Baumert, Robert Evans, Helmut Geiser M6.04 70

The Relationship of Success at Science Problem-Solving Among Elementary Students to Domaine SpecificAbilities Associated with Out-Of-School Experiences and Control Beliefs

Robert H. Evans, Jurgen Baumert, Helmut Geiser M6.04 70

A Comparative Look at Electronic Media Habits Among Ten-Year Olds in Germany and the U.S. asRelated to Success in Science Problem-Solving

Helmut Geiser, Jurgen Baumert, Robert H. Evans M6.04 70


A Study of Proportional Reasoning and Self-Regulation Instruction on Students' Conceptual Change inConceptions of Solution

Bao-tyan Hwang, Yuan-sheng Liu M6.05

* No abstract available. xxv

23

71

Conversational Theory and Higher Order Thinking in Instructional ConversationsJill L. Keller, Judy N. Mitchell M6.05 71

Cooperative Learning and Individual Learning with Computer Assisted Instruction in an IntroductoryUniversity Level Chemistry Course

Insun H. Park, Lowell J. Bethel M6.J5 71

Teaching and Learning Distillation in Chemistry Laboratory CoursesHanno Van Keulen, Theo Mulder, Martin Goedhart, Adri H. Verdonk M6.05 71

Paper Set: International /Science Teaching/Learning

Case Studies in Voronezh (Russia) Science EducationPriscilla L. Cal lison, Jack Perna, Emmett L. Wright, Jack Easley, Gerald Foster, Kay Moorman,Monica P. Bradsher, Don Kaur Weamer M6.06 72


Con/Testing Rationality in STS IssuesP. James Gaskell M6.07 72

The Impact of Consistency Among Expert Judges Within a New Scoring Procedure for the Views onScience-Technology-Society: A Re-Analysis of Data

Peter A. Rubba, Cristine Schoneweg, William L. Harkness M6.07 72


La interdisciplinariedad como eje de la didactica en la biologia celular y molecularNorma C. Castaiio C., Francia Cabrera C., William Mora P. M6.08 72

La conceptualizaction de problemas en quimicaEdgardo R. Donati, J.J. Andrade Gamboa, Daniel 0. Martire M6.08 73

Mode los Parcialmente Posibles sobre Conceptos Basicoa en GeneticaC. L. Gallegos, F. Flores C., S.M.E. Jerezano, Z.C. Alvarado M6.08 73


An Analysis of Learning Environments in High School Science ClassesCampbell Mc Robbie, Kenneth Tobin M6.09 73

Relationship Between Earth Science Education and Spatial VisualizationNir Orion, David Ben-Chiam, Yael Kali M6.09 ""-- 73

A Survey of the Science Learning Environments in Florida's Public SchoolsKenneth L. Shaw, Connie Stark, Kenneth G. Tobin M6.09 74

* No abstract available. xxvi


A Preliminary Report on Teacher Characteristics Affecting Process Skills and Content Knowledge inMolecular Biology

Rosalina V. Hairston, Catherine Cotten M6.10 74

An International Investigation of Preservice Science Teachers' Pedagogy and Subject Matter KnowledgeStructures

Norman G. Lederman, Huey-Por Chang M6.10 74

Apprenticeship Teaching: Assisting Pre-Service Elementary Teachers in Developing a CognitiveFramework for Science Content Representation and Instruction

Carla M. Zembal, Joseph Krajcik, Phyllis Blumenfeld, Annemarie Palincsar M6.10 74

Panel: History/Phil/Epistemology

Postmodernism as a Resource for Science Education?Nancy W. Brickhouse, Sandra Harding, Jay Lemke, Ron Good M6.13 75

Contributed Papers: History/Phil/Epistemology

Constructivism in One Country: The New Zealand ExperienceMichael R. Matthews M7.01 75

The Emergence of Science Education Research as an International EnterpriseJohn R. Sode, John Settlage Jr., Hsiao-Ching She M7.01 75


Investigating the Validity of Hands-On Performance Assessment in ScienceAnthony W. Bartley M7.03 75

Development and Validation of a Curriculum Theory-Based Classroom Environment InstrumentCraig W. Bowen M7.03 76

Reliability of Performance-Portfolio Assessment: Peer & Instructor GradingGilbert L. Naizer M7.03 76

Paper Set: Curriculum

Curriculum Reform: High School Integrated ScienceRonald D. Anderson, Kathleen Davis, Joan Whitworth M7.04 76

Curriculum Reform: A New Middle School Curriculum PackageKathleen Davis, Ronald D. Anderson, Joan Whitworth M7.04 76

No abstract available. xxvii

31

Curriculum Reform: Middle School Integrated ScienceJoan Whitworth, Ronald D. Anderson, Kathleen Davis M7.04 77


Multi-State Survey of Rural Secondary Science Teachers' Perceived NeedsWilliam E. Baird, J. Preston Prather, Kevin Finson, J. Stephen Oliver M7.05 77

Students' Ranking of and Opinions About the Standards of Learning in Nigerian Science EducationProgram

Olugbemiro J Jegede, Peter A. 0. Okebukola M7.05 77

Knowledge and Attitudes Toward Area of Specialization of Students in Teacher TrainingLiora Linchevski, Sara Ziv, Pinchas Tamir, Drora Vellin M7.05 77


Improving Elementary Science Teaching Through Collaborations: Issues of Power in University/SchoolRelationships

Michael T. Hayes M7.06 78

The Impact of Leadership Development on Perceptions of the Elementary Lead Science Teacher RoleCatherine Nesbit, Josephine D. Wallace M7.06 78

Roles, Interactions, and Mentoring Styles of Teacher Support Team Members in a Middle Grades ScienceTeacher Induction Program

John R. Wiggins M7.06 78


Changes in Students' Understanding of Evolution Resulting from Different Curricular and InstructionalStrategies

Murray Jensen, Fred Finley M7.07 78

The Effect of Background Music on Student Motivation in an Introductory College Biology LaboratoryShawn Mueske, D. Daryl Adams M7.07 79

A Cross-Age Study about Insect Metamorphosis: Escaping Rote BiologyM. Susan Nichols, James H. Wandersee M7.07 79


Programa regional de ciencia y tecnologia juvenilJorge Bueno, Nelly Diaz M7.08 79

** No abstract available. xxviii

32

Postagrado en Bovinos de Came. Una Opcion para la Zona Mar de CortesRafael De Luna de la Pena, C.H. Hernandez, V.J. Espinoza, E.A. Palacios M7.08 79

Extension agropecuaria: Una experiencia fundamental en el principio pedagogic° del trabajoR. Santos M7.08 80


Ensenanza de la Quimica en la EducaciOn SecundariaDagoberto Ca Ceres Rojas, Jose Munoz Castillo M7.09 80

Exploration y abalisis de las concepciones y attitudes de los docentes de propuesta de nuevas alternativasmetodolegicas

Clara Elvira Camargo, Zalamea Godoy, Eduardo y Zamora Guevara, Jorge Enrique M7.09 . . 80

Enseiianza de la Biologia en la Educacidn SecundariaAngela Chaparro de Barrera, Martha Orozco de Amezquita M7.09 80

Proyecto universitario de investigation: Enselianza de las CienciasJose Gregorio Rodriguez M7.09 81

Poster Session: International

Teaching Methods Used by Professors of Science to Develop CritiC,a1 ThinkingDeyanira Barnett, Lydia de Isaacs M7.11 81

The Notions of Interdisciplary Study as a Focal Point for Teaching of Cellular and Molecular BiologyNorma Constanza Castario Cuellar, Francia Cabrera Castro, William Mora Penagos M7.11 . . 81

Legacy of Research in Peruvian UniversitiesEsteban Castellanos, Dionisio Ugaz, Javier Verastegui M7.11 81

The Conceptualization of Chemical ProblemsEdgardo R. Donati, Daniel 0. Martire, J.J. Andrade Gamboa M7.11 82

Induced Misconceptions in the Teaching of ChemistryEdgardo R. Donati, J.J. Andrade Gamboa, Daniel 0. Martire M7.11 82

Stages in Alternative Conceptions of Motions: A Comparison of Pupils' Responses in Three CountriesShulamith Graus Eckstein, Mario Kozhevnikov, Tehila Lesman, Michal Shemesh Lomask M7.1182

Conceptual Network, Part I: Fundamental TheoryLydia Galagovsky M7.11 82

Conceptual Network, Part II: Physics Themes as Application Examples for Middle LevelLydia Galagovsky M7.11 83

** No abstract available. xxix

33

Possible Partial Models about Genetics Basic ConceptsC. L. Gallegos, F. Flores C., S.M.E. Jerezano, Z.C. Alvarado M7.11 83

Relationship Between Students Motivational Patterns and Instructional Strategies Used in Science TeachingAvi Hofstein, Geoff Giddings, Bruce Waldrip M7.11 83

Preconcepts and Their Representation in Basic Conepts of GeneticsS.M.E. Jerezano, Z.C. Alvarado, Fernando Flores Camacho, C.L. Gallegos M7.11 83

Teaching Strategies, Students' Classroom Learning Environment and Students' Choice of an AdvancedCourse in High School Chemistry.

Reuven Lazarowitz, Avi Hofstein, Smadar Avishay M7.11 84

A Proposal for an Experimental Integrated Curriculum Plan Between the Natural Sciences andTechnology at the Primary Level and Analysis of the Plan

Guido A. Moncayo, Cesar Augusto Lara M7.11 84

Lawson and Tolt Test Correlation in a Sample of Panamanian StudentsMaria Rosa Montanari, Matilde V. de Samudio 84

Biology Students' Images About Science: An Epistemological AnalysisWilliam Manuel Mora Penagos M7.11 84

Research University Project in Science TeachingJose Gregorio Rodriguez M7.11 85

The Design of Hypermidial Instruments in the Teaching of Chemistry and BiologyAntonio M. Benavente M7.11 85

Student Teaching Grounded in the Constructivist ParadigmMarta Quesada S., Zamora C. M7.11 85

Poster Session: Use of Technology, Approaches to Research, Alternative Assessment

Classroom-Based Assessment: Force and MotionZongyi Deng M7.12 85

Performance Assessment in Science: From Classroom Embedded to State-Wide On-Demand AssessmentMichael Lomask, Jeffrey Greig, Robert A. Lonning M7.12 86

The Role of Research in Developing Project 2061 Benchmarks for Science LiteracySofia Kesidou M7.12 86

The Nature of Being ValuedMark J. Volkmann, William C. Kyle M7.12 86

** No abstract available. XXX

34

The Effects of an Integrated Video-Enhanced Chemistry Curriculum on Student Attitude and Achievementin High School Chemistry

Maureen M. McMahon, William S. Harwood, William G. Holliday M7.12 86

Computer Mediated Communication Between Urban Middle School Student and ScientistBrian Murfm M7.12 87

Poster Session: Science Teaching/Learning

What Cognitive Process Appears to Enhance or Hinder LVN Students Problem Solving AbilitiesA. William Allen M7.13 87

An Assessment of the Effects to Inquiry Instruction on Undergraduate Biology Students' Ability to SolveProblems in Science and Improve Attitudes about Science

Fletcher Brown, Jane Kahle M7.13 87

Partnerships Between Colleges and High Schools: More Productive Opportunities for Advanced HighSchool Chemistry Students

Renna B. Calvert, John Wiggins M7.13 87

An Autobiographic Account of Physics Teacher Education and Learning to Teach Physics in ChinaZongyi Deng M7.13 88

A Preliminary Study of a Residential Program for College Science, Mathematics, and Engineering MajorsChristian J. Foster M7.13 88

A Project Evaluation for Howard Hughes Undergraduate Research InternsNannette Smith Henderson, Shirley Smith, Sarah B. Berenson M7.13 88

Facilitating Hypothetico-Predictive Reasoning Through Application of Procedural Analysis and SkillTheory

Roy Hurst, Marlene M. Milkent M7.13 88

A Holistic Study of the Effectiveness of the Iowa Chautauqua Program: Teacher, Student, andLongitudinal Perspectives

Chin-Tang Liu, Robert E Yager, Susan Blunck M7.13 89

Student Cheating in College Science ClassesThomas R. Lord M7.13 89

A Case Study of the Implementation of a Hands-On Elementary Science Program Through an EducationalService Unit in a Rural Area

Donald W. McCurdy, Kathryn M. Underhill M7.13 89

Critical Analysis of Developmental Assumptions Underlying Young Childrens' Science InstructionKathleen E. Metz M7.13 89

* No abstract available. moci

35

A Description of the Change Procesi in a Middle School Science ClassroomPatricia Gathman Nason M7.13 90

The Nature of Science: A Documentary Analysis of Teaching Practices that Cultivate StudentUnderstanding

Sheila F. Pirkle, Mary E. Jacobs, Kathy Davis, Frank Cartledge M7.13 90

A Cross Cultural Assessment of Physical Science Misconceptions: Taiwan and the United StatesJoseph P. Riley, Tung-Hsing Hsiung M7.13 90

Characterizing Children's Conceptions of Heat, Temperature, Light, and SoundJ.L. Sanchez-Saenz, Carrie Gee, Michael Svec, Dorothy Gabel M7.13 90

Effects of Concept Mapping on Achievement of Concrei Transitional, and Formal OperationalCommunity College Biology Students

Marilyn Shopper M7.13 91

The Evolution of a Goal Conception of States of Matter for Grades 4-7: A Case Study of CurriculumDevelopment in a Professional Development School Context

Edward Smith, Casey Bain, Thom Dye, Jackie Frese M7.13 91

Environmental Educator Perspectives on How Responsible Environmental Behavior is Influenced Throughan Environmental Study Center's Curriculum

Ann Stocker M7.13 91

Mentors & Role Models: Impacting Attitudes of Middle School Age Girls Through Informal ScienceExperiences

Sherry Sullivan M7.13 91

A Review of Misconceptions of Electricity and Electrical CircuitsDavid P. Tallant M7.13 92

Panel: Science Teaching/Learning

An Analysis of the Role of Language in Science LearningMichael Kamen, Jay Lemke, Wolf-Michael Roth, Larry Flick, Michael Klapper 72.03 92


Application of Scientific Reasoning to Everyday Reasoning Problems by Preservice Elementary TeachersIan S. Ginns, James J. Waiters 72.04 92

Teaching-with-Analogies: Task Analyses of Exemplary Science TeachersShawn M. Glynn, Michael Law, Nicole Gibson 72.04 92


36

A Reassessment of Students Reasoning on a Projectile Motion Problem: A Case Study of PreserviceTeacher Education Students

James Walters, Ian Ginns 72.04 93

Symposium: History/Phil/Epistemology

Enhancing Thinking Skills: Domain Specific/Domain General Strategies --- A Dilemma for ScienceEducation

Mansoor Niaz, Marcia Linn, Richard Duschl, Michael Piburn 72.05 93


Evaluation of a Cultural, Historical, Philosophical-Based Narrative Approach to Teaching High SchoolChemistry

Derrick Lavoie 72.06 93

An Empirical Model for Exploring Ceiling Effects on Students' Science Achievement in the U.S. andChina

Jianjun Wang, John R. Stayer 72.06 93


Monitoring National Standard in Science: Scottish ApproachRae Stark 72.07 94

Test Formats and Student PerformancePinchas Tamir, Rodney L. Doran 72.07 94


Practica docente enmartada enel paradigma constructivistaMarta Quesada S., Zamora C. 72.08 94

Gerencia de investigacion en el Per y la industria petroleraEsteban Castellanos, Dionisio Ugaz, Javier Verastegui 72.08 94

Propuesta experimentacion y analisis de un plan de Integracion curricular entre ciencas naturales ytecnologia a nivel de la basica primaria

Guido A. Moncayo, Cesar Augusto Lara 72.08 95

Correlacion de la Prueba de Lawson y la Prueba TOLT (test of Logical Thinking de Tobin y Capie) enuna Muestra de Esiu Diantes Panamerios

Maria Rosa Montanari, Matilde V. de Samudio 72.08 95


37

Discussion Group: Teacher Education

Elementary Teachers' Perceptions of Changes in Science Instruction in a Culturally Diverse School SettingAnjana Ganjoo Arora, Elizabeth Kean 72.09 95

Improving the Science and Mathematics Preparation of Elementary Teachers through Summer Institutes,A Three Year Study

Linda R. DeTure, Eileen Gregory, Nancy M. McAleer, David C. Kurtz 72.09 95

Knowledge Structures of Pre and Inservice Teachers, Pedagogy, Content, and Pedagogical ContentKnowledge: What Do The Teachers Say?

Carolyn Dickman, Margaret Bogan, Meta Van Sickle, Norman Lederman, Julie Gess Newsome72.09 96

Teachers' Perceptions of an Innovative Staff Development ProgramKim B. Nichols, John Wiggins, Russell H. Yeany 72.09 96

Poster Session: International

Mathematics Teaching in Secondary EducationMyriam Acevedo Caidcedo, Crescencio Huertas Camos 72.11 96

How to Use the History of Mathematics in a Middle School Class of Irrational NumbersEgbert Agard 72.11 96

Science Teaching and Learning EnvironmentsGilberto Alfaro Varela, Rocio Madrigal, Kenneth Tobin 72.11 97

A Calometric ModelJ.J. Andrade Gamboa, Edgardo R. Donati T2.11 97

Participatory Evaluation in Non-Formal EducationJorge Bueno, Nelly Diaz 72.11 97

Chemistry Teaching in Secondary EducationDagoberto Caceres Rojas, Jose Munoz Castillo 72.11 97

Exploration and Analysis of Physics' Secondary Teachers Conceptions and Attitudes and Proposal of NewMethodological Alternatives

Clara Elvira Camargo, Eduardo Zalamea Godoy, Jorge Enrique Zamora Guevara 72.11 . . . 98

Biology Teaching in Secondary EducationAngela Chaparro de Barrera, Martha Orozco de Amezquita 72.11 98


Preconcepts and Their Relationships as Regarding Experimental Situations About Pressure and FloatingM. H. Covarrubias, Fernando Flores Camacho, C. L. Gallegos, M. E. Vega, G. M. Rosas,T. D. Hernandez T2.11 98

Masters of Chemical Engineering Program of the Autonomous University of the State of Morelos: AnEducational Challenge

Cecilia Cuevas A., Edgardo J. Ro 'din Villasana 72.11 98

Mathematics Induction: Plausible ReasoningGuadalupe de Castillo, Jorge Hernandez 72.11 99

Conceptual Restrictors and Reasoning ProcessesFernando Flores Camacho, M.H. Covarrubias, C.L. Gallegos, M.E. Vega, G.M. Rosas, T.D.Hernandez 72.11 99

Exemplary Biology Teachers in Arab High Schools in IsraelReuven Lazarowitz, Caesar Anton, Avi Hofstein 72.11 99

Simple Methods for Teaching and Learning About Solubles and KpsDaniel 0. Martire, M. Carlo:), J.J. Anndrade Gamboa, Edgardo R. Donati T2.11 99

Research Problems and Opportunities in the Teaching of Engineering Centered Around Questions Dealingwith the Environment

Nilo de Oliveira Nascimento 72.11 100

Learning Environments and Other DimensionsLi lia Reyes, Guillermo Chona, Daniel Herrera 72.11 100

Experiments with CansMichel Valero 72.11 100

Poster Session: Teacher Education

Designing Interactive Video Case Studies for Reflection on Science TeachingSandra K. Abell, Katherine S. Cennamo, Lois M. Campbell, J.William Hug T2.12 100

Preservice Elementary Teachers' Conceptions of What Causes the SeasonsRonald K. Atwood, Virginina A. Atwood 72.12 101

Critical Autobiography as a Tool for Professional EmpowermentNancy T. Davis 72.12 101

An Evaluation of Preservice Elementary Teachers' Science Content Knowledge, Pedagogical Knowledge,and Pedagogical Content Knowledge

Carrie J. Gee, Leonardo Sanchez, Michael Svec, Dorothy L. Gabel 72.12 101


33

Examination of an Interdisciplinary Program in Energy EducationBrian L. Gerber, Edmund A. Marek, Ann M. L. Cavallo T2.12 101

Student Sources of Information about Social Issues, Their Level of Participation in Social Action, SchoolsPreparaion of Students to Address Social Issues, and Students Personal Conerns Relating to Social Issues:A National Survey of High School Students

Jon E. Pedersen, Samuel Totten 72.12 102

The Importance of Collaboration on the Redesign of a College-Level Introductory Science CourseJanet Schweitzer, Jean A. Foley, Bryan Tapp 72.12 102

Validation and Subsequent Use of an Instrument to Measure Group Procedural Skills and AbilitiesCarol L. Stuessy, Gary Tucker, Gil Naizer 72.12 102

Special Session

Report of the Science Education Research Agenda Coalition: Defining a Research Agenda in ScienceEducation

Emmett L. Wright, Bonnie Brunkhorst, Bill Kyle, Arthur L. White T3.01


**

Writing as Thinking: Student-Written Journals in Science ClassroomsPamela S. Carroll, Iain Hendren T3.02 102

Perspectives of Non-Science Majors Enrolled in a University Chemistry CourseFrank J. Giuliano T3.02 103

Student Experiences In College General Chemistry: Emergent Influences on Continuing a Science MajorLee Meadows, Thomas R. Koballa Jr. T3.02 103


Mental Models of the Molecular Structures: A Study of Problem Solving in ChemistryMei-Hung Chiu, Hwa-Wen Fu T3.03 103

Reasoning Strategies Used by Students to Solve Stoichiometry Problems and Its Relationship toAlternative Conceptions, Prior Knowledge and Cognitive Variables

Luisa Rojas De Astudillo, Mansoor Niaz T3.03 103

Differences Between Algorithmic and Conceptual Problem Solving by Nonscience Majors in IntroductoryChemistry

Diana Mason, Frank E. Crawley T3.03 104

** No abstract available. xxxvi

40

Symposium: Alternative Assessment

Classroom Assessment to Improve Teaching and Learning in ScienceJames J. Gallagher, Joyce Parker, Dorcas Lantz, Amy Cooke, Douglas Leonard T3.06 . . 104


Assessment of a Reform Project: A Longitudinal Model ChangeLinda W. Crow, Ronald J. Bonnstetter T3.07 104


Un modelo calorimetricoJ.J. Andrade Gamboa, Edgardo R. Donati T3.08 104

La evaluacion participative en la educacian no formalJorge Bueno, Nelly Diaz T3.08 105

Experiencias sencillas sobre solubilidad y KpsDaniel 0. Martire, M. Carino, J.J. Anndrade Gamboa, Edgardo R. Donati T3.08 105

Experimentos a la lataMichel Valero T3.08 105

Special Session

The National Science Foundation's Directorate for Education and Human ResourcesBarbara Lovitts, Terry S. Woodin T3.17 105

General Session

Studying Innovations in Science Education in Eleven Countries: A Work in ProgressJ. Myron Atkin T4.0 106

Panel

Science Teaching: The Contribution of History and Philosophy of ScienceMichael R. Matthews, Nancy Brickhouse, Jim Wandersee, Richard Duschl T5.02 106

Round Table: Approaches to Research

Ecology and Environmental Science Education: A Research Agenda, Part IIMichael J. Brody T5.03 106


41

Panel: Gender/Equity

Masculinism in Science and Science EducationAnita Roychoudhury, Jay Lemke, Nancy Brickhouse, Cheryl Mason, Callison Priscilla T6.01 106


In-Service Chemistry Teachers Training: Introducing Computer Technology as a Teaching AidYehudit J. Dori, N Barnea T6.02 107

A Comparative Study of Meaningful Chemistry Learning: Algorithmic, Locs, and Conceptual QuestionsMary B. Nakhleh, Yehudit J. Dori, Aviva Lubezky, Barbara Tessier, Uri Zoller T6.02 . . . . 107

Vee Diagrams of Laboratory Work: How Do Students Use Them?Barbara Tessier, Mary B Nakhleh T6.02 107

Laboratory & Lecture: Bridge or Abyss?Barbara Tessier, Richard Mitchell, Mary B Nakhleh T6.02 107

The Use of Examinations for Revealing of and Distinguishing Between Students' Misconceptions,Misunderstandings and 'No Conceptions' in College Chemistry

Uri Zoller T6.02 108


Reform of Teacher Education: Developing Principles of Educating TeachersMichael J. Padilla, Renna B. Calvert, Thomas Cooney, Linda Grynkewich, Laurie E. Hart, DarwinSmith T6.03 108

Paper Set: Teacher Education

Breaking the Didactic Teaching-Learning-Teaching Cycle: A Coneptual Change Approach to ScienceTeacher Education

Trish Stoddart, Rene Stofflett, Richard Statle, Dale Niederhauser T6.04

Special Session

108

A Discussion with the JRST Editorial TeamMitchell Richard, Bill Kyle T6.05 **


An Analysis of Preservice Elementary Teacher's Science Teaching EfficacyRobertta H. Barba, Patricia F. Keig T6.06 108

** No abstract available. xxxviii

42

Relationships Between Measures for Attitude, Behavior, Experience, and Self Concern for ScienceTeaching Among Inservice Elementary Teachers

Patricia B. Patterson T6.06 109

Secondary Science Teachers' Voices: An Integrated Model of PraxisMeta Van Sickle T6.06 109

Special Session: International

Update on NARST - NetJoseph Peters, Derrick R. Lavoie T6.07


Ambientes de Aprendizaje y Enseiianza de las CienciasGilberto Allan) Varela, Rocio Madrigal, Kenneth Tobin T6.08 109

**

Maestra en Ingenieria Quimica en la Universidad Autonoma del estado de Morelos: Un Reto EducativoCuevas A. Cecilia, Edgardo J. Roldin Villasana T6.08 109

Problemas y Oportunidades de Investigacion Para la Ensefianza de Ingenieria Frente a las Cuestiones delMedio Ambiente

Nib de Oliveira Nascimento T6.08 110

Ambientes de aprendizaje: Otras dimensionesLi lia Reyes, Guillermo Chona, Daniel Herrera T6.08 110

** No abstract available. xxxix

43

March 26-29, 1994 SATURDAY, March 26, 1994 -- MORNING

PRESESSION WORKSHOP

A2.01

PRESESSION WORKSHOP: USE OF MICROCOMPUTERSRESEARCH: ADVANCED ANALYSIS AND DIALOG OFRESULTS (SESSION ONE)Carl Berger, Joseph Krajcik. University of Michigan, DavidJackson, University of Georgia, Katheleen Fisher, California StateUniversity at San Diego

The purpose of these two sessions is to introduce intermediateto advanced level microcomputer users to sophisticatedtechniques of science education research. Participants will usemicrocomputers to explore techniques at both sessions. The firstsession will emphasize data gathering techniques using theEvent RecorderTM, situated interview techniques and ProCite©.Initial analysis techniques will be explored by the participantsusing SemNet©. Knot-Mac & PC©, and SCCA (sequencecomparison or cluster analysis).

PRESESSION WORKSHOP, AFTERNOON

A3.01

PRESESSION WORKSHOP: USE OF MICROCOMPUTERSRESEARCH: ADVANCED ANALYSIS AND DIALOG OFRESULTS (SESSION TWO)Carl Berger, Joseph Krajcik. University of Michigan, DavidJackson, University of Georgia, Katheleen Fisher, California StateUniversity at San Diego

The purpose of these two sessions is to introduce intermediateto advanced level microcomputer users to sophisticatedtechniques of science education research. Participants will usemicrocomputers to a 'ore techniques at both sessions. Thesecond session win emphasis further analysis usingHyperResearch for qualitative analysis: StatView® and Systat®for quantitative analysis. Display techniques will bedemonstrated using PowerPoint® and Quick-Time "4 . Participantswill receive handouts and demonstration or working copies ofseveral of the applications. Enrollment is limited to 30 personsand each person is asked to bring 3 high density disks forcopying demonstration or shareware programs.

1

PRESESSION WORKSHOP

A3.02

PRESESSION WORKSHOP: PI 'EPARING GENDER SENSITIVESCIENCE TEACHERSDale Baker, Arizona State University, Kate Scanterbury, University ofMaine

The purpose of this workshop is to provide science educators interestedin conducting research in curriculum evaluation with three conceptualframeworks that will help them judge the adequacy of curriculum inrelation to gender issues. Project 2061, Science for All Americans, willbe used as the curriculum chose for evaluation. The first framework isthe McIntosh model (1984) based upon the assumption that theintegration of information about women into the curriculum is a processthat occurs in stages. The second analytical approach is embedded ina social psychological framework often described as Women's Way ofKnowing based upon the five different perspectives described byBelenkey, Clinchy, Goldberger and Tarule (1987): silence, receivedknowledge, subjective knowledge, procedure knowledge and constructedknowledge. The final analytical framework presented is proposed by theAmerican Association of University Women (1992) in their Issue BriefCreating a Gender Fair Multi-Cultural Curriculum which includes whethertopics and materials reflect female and minority interests and concerns.Each analytical model will be applied to Project 2061; then, the threeanalyses results will be compared, and the participants will discuss howthe three approaches can be used for curriculum evaluation with aspecific goal of recommendations for curriculum change.

GENERAL SESSION

A5.15

SCIENCE EDUCATION REFORM: WHAT IS THE ROLE OFRESEARCH?Marcia Linn, University of California-Berkeley

What problems in everyday life require science knowledge?Bring your favorite example to add to thaw

What should I wrap a drink in to keep it cold?Why do I need a bicycle reflector in addition to a light when

riding at night?How can I keep warm if stranded on a snowy day?How can I save energy on lighting a room?What makes a good stereo speaker?

If students need to solve these problems, what science should weteach?

Research on how natural scientists, engineers, and studentssolve complex and ambiguous problems like these reveal somesurprising implications for science teaching. This and related researchcan help us reform science to meet the needs of all citizens, includingfuture scientists.

41

SATURDAY, MARCH 27, 1994 -- EVENING NARST Meeting

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DEVELOPING A THEORETICAL BASIS FORINTRODUCING GEOGRAPHIC INFORMATION SYSTEMSINTO HIGH SCHOOLSRichard H. Auden. and Gerald L. Abegg, Boston University

During the 1980's, revolutionary Geographic InformationSystems (GIS) appeared that integrate an environmentaldatabase with an automated map maker. Applications of GISunder development, promise to eventually impact Amenca'sclassrooms. Because technophiles focus on hardware andsoftware issues, expansion of educational technologies mayoutpace the associated knowledge base concerning learning andinstruction. The emerging consensus is that systematicinvestigations of how these innovations can support learningshould precede the adoption of new educational practices. Thisstudy investigated expert based problem solving behaviors writha GIS program called Arc View. The self-reflective GISproblem solving strategies expressed during 'think aloud'sessions were evaluated by naturalistic research methods andanalyzed for the presence of thematic components. ThreeArcView problem solving styles were identified. Experts usedlogical formulations to query the database. In the novicepopulation. trial and error methods and mid-level cognitivestrategies that relied on spatial analyses were commonplace.

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THE BIOLOGY SLEUTH: EVALUATION OF ANINTERACTIVE LEARNING ENVIRONMENT.Rebecca Denning and Philip J. Smith, Ohio State University

Two formative evaluations of an interactive learningenvironment were performed. This environment providessupport so secondary students trey develop related skills inboth health concepts and rradical problem-solving. In thefirst evaluation students were videotaped while performingproblem-solving exercises which are Included in thesoftware. In the second evaluation the students were alsovideotaped while interacting with the system. Not only werestudents observed forming and testing hypotheses, theyalso demonstrated a variety of peer teaching episodes andvarious group dynamics which are ikely to promote learning.The two evaluations revealed differences in the way the twopopulations worked through the problem - solving exercises.These differences suggest that disparate aspects of thislearning environment are beneficial to students of diversebackgrounds. Given this, designers might consider usingvarious teaching mechanisms in future systems so that awider range of students will be supported while performingproblem-solving and learning tasks.

2

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THE EFFECTS OF INTEGRATING REAL-TIME WEATHERDATA INTO LABORATORY CENTERED SCIENCE: YEAR TWOOF PROJECT EARTHSTORMMelanie A. Reap, Ann M.L Cavallo,Georgianna Saunders, Brian L Gerber.The University of Oklahoma

This study was conducted In the second year of a three yearNSF sponsored project (EARTHSTORM) that emphasized the useof a remote sensing computerized system for teaching weatherrelated topics In middle school science. The purpose of thisresearch was to explore relationships between EARTHSTORMteachers and their students in three major areas: cognitive.affective and technical computer skills. The teachers involvedIn the EARTHSTORM summer institute (N.16 year one; N.17year two) were pre and post-tested on their understanding ofweather, computer skills and attitudes toward meteorology andscience. During the academic year following the institute,students were given the same pre and post-evaluations astheir teachers. This study provided Information on theInfluence of the EARTHSTORM institute on improving teachers'and students'computer skills and weather-related attitudesand understandings. This study also Identified relationshipsbetwoen teachers' and students' understanding of weather,computer skills and attitudes toward meteorology and science.

A7.15

EQUITY SENSITIVITY OF PARENTS OF ELEMENTARY SCHOOLCHILDRENPenny Daisey and M. Gail Shroyer, K s State University

Females and minorities are underrepresented in science- andmathematics related careers. Parental influence and expectationsplay an important role in promoting or discouraging their child'sparticipation and achievement in these subjects. Parentscompleted an open-ended questionnaire (N = 157) or attendedoneof 21, 90minute focus groups (N = 94). Parents were presentedwith a 1956 photograph of two white male scientists in lab coatslooking at a test tube. Questionnaire parents were asked 'What doyou think of this photo ?'. The moderator of the focus groupsexplained the stereotype to parents and asked "What is it going totake for girls and minorities to succeed in science andmathematics ?' A gender stereotype was mentioned by 31%(48/157) questionnaire parents and a lack of minorities picturedwas cued by 10% (15/157). Four categories of responses emergedduring focus group discussions: the need for role models (100%,21/21); the need for better educated teachers in science,mathematics and equity (71%, 15/21); the need for engaginginstruction (52%, 11/21); and comments denying the existence ofbarriers (29%, 6/21). The results suggest the need for interventionprograms to make parents aware of the barriers and suggestmethods to assist girls and minonties.

45BEST COPY AVAILABLE

March 26-29, 1994 SATURDAY, March 26, 1994 -- EVENING

A7.15

PARTICIPATORY INFLUENCES ON SCIENCE &MATHEMATICS TEACHING & LEARNING: GENDER,CULTURE & PSYCHOSOCIALPamela Fraser-AblerNew York University

The purpose of this study is to investigatethe participatory influences on science/mathteaching and learning in an urban settingwith specific emphasis on gender, culture &psychosocial variables. A sample of 2314students from schools in an urban setting wasdesigned to determine what variablesinfluenced their participation in math andscience. The survey was designed to determinewhether research findings reported injournals were comparable to the situationswhich currently existed in their urbanat-risk classrooms. Results indicated thatminority and female students' attitude andachievement in science and math is signifi-cantly influenced by their home, school, andcommunity environments.

A7.15

TEACHING SCIENCE AS RELEVANT IS AN IRRELEVANTENDEAVORAleiandro J. Gal lard, Florida State University

This is an interpretive study about making science teaching andlearning relevant and what this idea means to an eight gradephysical science teacher. The setting is Jones middle school inFlorida's northern panhandle. The idea of relevance has beenstated as an Important goal in teaching science. Making scienceteaching and learning relevant is referred to In many ways:making science more meaningful, making science moreidentifiable, making science more practical and making sciencemore applicable to everyday life. The notion of learning andteaching science in a way that it becomes more relevant to thestudent seems to center around what makes sense to theteacher, the curriculum, and educational policy expectations, andnot necessarily the student. The notion of relevancy is animportant issue to consider given the diversity of today'sstudents.

3

A7.15

ASSESSING PHYSICS STUDENTS' EPISTEMOLOGICALCOMMITMENTS THROUGH ANALYSIS OF ARGUMENTSGregory J. Kelly Cornell University

This paper reports on student learning in an introductorycollege-level physics course emphasizing microcomputer-based laboratory (MBL) experiments. The purpose of thisstudy is two-fold. First, student epistemologies are assessedthrough the analysis of their arguments. Second, theinteraction of student epistemological commitments withconceptual development is evaluated. This latter portion ofthe study seeks to further understand the role a student'sconceptual ecology plays in differentially influencingconceptual change. This report focuses on one portion of alarger study relating aspects of students' conceptual ecology,such as epistemological commitments and philosophicalinterpretation of science, to misconception tenacity andconceptual development.

A7.15

VIEW FROM THE LAB: FACTORS WHICH AFFECTSCIENTISTS' PARTICIPATION IN APPRENTICESHIPPROGRAMS

Clare Von Seeker, National Institute of Mental Health

The purpose of this study was to identify factorswhich motivate scientists to accept or declineparticipation In apprenticeship programs. Theauthor Interviewed 55 tenured Intramural researchscientists In 24 laboratories at the National Instituteof Mental Health. Despite subject differences, therewas tremendous Internal consistency In scientists'Identification of factors which Influenced them toaccept or decline participation In apprenticeshipprograms. Positive Influences Included personalsense of scientific citizenship, sufficientapprenticeship duration, and prior experience.Negative influences Included lack of recognition,lack of administrative support, time constraints,space limitations, safety restrictions, and negativeprior experiences. The Implications for planningapprenticeships are discussed.

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A7.15

LEARNING IN THE UNTRACKED MIDDLE SCHOOLSCIENCE CLASSROOM.,Julie A. Bianchini and Nicole C. Hofthuis, Stanford University

Untraddng at the middle school level raises issues of access,equity and excellence in the science classroom. Twoprograms at Stanford University Complex Instruction andthe Human Biology Middle Grades Life Science CurriculumProject -- have collaborated to address these challenges.The first of these two projects provides teachers with acooperative learning strategy and the second, a curriculumdesigned for use with this model. The purpose of our studywas to measure student achievement in heterogeneousclassrooms where Human Biology and Complex Instructionwere implemented. Approximately 40C students at threemiddle schools participated in our study. We administeredboth pre and post tests for three units: Systems,DigestiorVNutrition, and Circulation. Tests include bothobjective and open-ended questions; they probe students'understanding of relevant science concepts, processes andapplications. Tests were scored using a holistic rubricdesigned by the researchers. Statistical analysis of studentscores showed significant gains in both factual and higher-order thinking. We will discuss the implications of these gainscores as well as the effects of gender and reading ability onachievement.

A7.15

HIGH-ABILITY COLLEGE STUDENTS' RECOLLECTIONS OFJUNIOR AND SENIOR HIGH SCHOOL SCIENCE.John Eichinger, California State University, Los Angeles

The impressions of high-ability college science students regardingjunior high and high school science education were collected andcompared with those of high-ability, non-science college students,using a survey instrument designed by the author. Secondary-level science was held in higher regard by science students thanby non-science students, with both groups reporting more positiveattitudes toward high school than junior high science. The sciencestudents were especially motivated by knowledgeable, enthus-iastic, communicative, and committed teachers, while the non-science group preferred patient, knowledgeable, congenial, andsupportive teachers. Science interest levels rose significantly forscience students in grades nine through college, but remainedstable at a neutral-to-interested level in those grades for non-science students. Both groups agreed that although traditionalmethods (texts, lectures, quizzes/tests) dominated their scienceexperiences, they preferred laboratory activities, teacher demon-strations, and discussions. Overall, secondary-level scienceteachers, especially at the junior high level, may enhance studentinterest by implementing meaningful curricula, using active instruc-tional methods, exercising patience with all students, and culti-vating an enthusiastic and supportive rapport with students.

A7.15

UPON THIS ROCK: A BASELINE FOR WORK IN PROGRESS ATSELECTED PROFESSIONAL DEVELOPMENT SCHOOLSLynda R. Race Eric J. Pyle, Thomas J. Cooney, The University ofGeorgia; Susan Ross, Berry College.

This paper examines the prevailing conditions at 5 ProfessionalDevelopment Schools (PDSs) associated with the Georgia InitiativeIn Mathematics and Science (funded by the NSF Statewide SystemicInitiative Program). A baseline for GIMS activities at the POSs wasestablished by first surveying mathematics and science teachers andadministrators. Further surveys were collected from students andparents at two of the PDSs. The PDS-T (teacher) and PDS-A(administrator) questioned respondents about their classroomactivities and practices, beliefs about school efforts towardshistorically underrepresented groups, and the nature and extent ofstaff development participation. The PDS-S (student) survey wasgeared toward student observations of teacher behaviors, while thePDS-P (parent) survey focused on parental expectations ofinstructional behaviors and student performance. Results showdiscrepancies between teacher responses and administrator andstudent observations. The teachers were in general less enthusiasticabout school and classroom activities. These results, coupled withan apparent lag between parental expectations and school activities,are salient points that are foci of further investigations. In addition,shifts in PDS constituent group responses against this body ofbaseline data should aid in the evaluation of GIMS.

A7.15

LITERACY SKILLS AND SCIENCE KNOWLEDGE ACROSSCULTURALLY AND LINGUISTICALLY DIVERSE STUDENTS.Sandra H. Fradd and Okhee Lee, University of Miami

The study examined the interplay between literacy skills andscience knowledge by four ethnolinguistic groups of upperelementary grade students: (a) monolingual English speakers,(b) bilingual English-Spanish speakers, (c) bilingual English-Haitian Creole speakers, and (d) monolingual speakers of blackvernacular English. In each group, boys and girls and studentsfrom various socio-economic levels were equally represented.The study focused on commonalities as well as differencesacross these diverse groups of students. The study wasconducted in two elementary schools which significantly differedin language, culture, and socio-economic levels. Using threeproblem - solving science tasks, 16 dyads of students wereinterviewed by teacher-researchers of the same gender,language, and cultural backgrounds. Differences in languagesand cultures occurred clearly in interactional styles, as well asin oral and written forms of communication. While there wereno major language and gender differences in scienceknowledge, social class and community strongly affectedscience learning and performance. Implications of the findingsfor science teaching and learning are discussed.

4 47

BEST COPY AVAILABLE


A7.15

Cross-sections to Curricular Constructions: Science Across the Board.Gary Habib, Florida State University

The purpose of this study was to conduct an evaluation of thedevelopment and implementation of an integrated approach to theleaching and learning of science with middle school students. Thestudy has provided insight to alternative approaches to scienceinstruction with the inclusion of computer usage, role play, and analysisof journal writing and videotapes by student participants. During theprocess, students exemplified multiple evidences of learning. Thestudy has promoted reflective thought, conversations and action forthe classroom teacher additional faculty members and schooladministrators while serving as a integral component for a greateremphasis on the elements of collaboration, collegiality. and schoolcohesiveness.

A7.15

COGNITIVE CONTROLS WHICH PREDICT SUCCESS INMIDDLE SCHOOL EARTH SCIENCE: A PILOT STUDYJacqueline A. Hvk'e University of Cincinnati

The purpose of this study was to examine therelationships between three cognitive controls andachievement in earth science. Studies show thecognitive controls students use significantly differentiatethose who are successful from those who areunsuccessful on standardized achievement tests in theareas of reading and mathematics; however, none havebeen conducted to identify an appropriate cognitiveprofile for success in middle school earth science.Cognitive profiles indicating where each student isfunctioning within each of the cognitive control continuawere developed. Utilizing cognitive profiles on theanalytic, reflective, and focusing cognitive controls, thispilot study did not find any significant linear relationshipbetween students' cognitive profiles and success inmiddle school earth science. On-going researchexamining relationships between students' cognitiveprofiles and success in physical science is also discussed.

5

A7.15

STRUCTURE MAPPING FOR LEARNING FROM SCIENCETEXTS WITH ANALOGIESMarie K. Wing and Thomas Speitel, University of Hawaii

The purpose of this paper Is to review factors which can maketextual analogies effective teaching devices and to investigatethe application of Gentner's structure mapping theory (1980) asa basis for students' construction of concept maps in conjunctionwith textual analogies. Tenth grade students will receive asimplified introduction to structure mapping theory and learn amodified version of concept mapping to use with textscontaining extended analogies. They will generateintividual maps via computer for the base (familiar) domains withsignificant relations and attributes, along with isomorphic secondmaps corresponding to target domains, with respectiverelations and attributes. They will identify attributes andrelations that do not map (in order to prevent misconceptions).After training they will receive test passages with extendedanalogies. One week later, retention will be assessed via appli-cation and recognition test items. Differences between theexperimental group and a control group who do not receivethe training will be assessed via a two group and two conditionwithin-subjects ANOVA (split plot repeated measures design) willbe employed. Implications for strategy training will be discussed.

A7.15

ENGAGING AND MOTIVATING STUDENTS TO LEARNIN INFORMAL SETTINGChristine Kelly and Wiliam Holliday, University of Maryland

The purpose of this research is to study the effectivenessof a multimedia, interactive exhibit series at involvingsubjects in scientific investigations outside the structureof a classroom environment. Engagement andinvolvement measures include cognitive variables suchas informative discourse, comprehension, problemsolving, awareness of time allocation, and motivationalfactors such as expectation of ability to solve problems,contribution of exhibit to educational / personal goals,and enjoyment of the exhibit. In the study, twopopulations of University subjects are given anopportunity to interact with multiple, two part, scienceexhibit series. The first group is assigned to interact withthe exhibit, the second group interacts with the exhibit asinterested. In the first exhibit, subjects are given acognitive conflict which requires investigation. Probingquestions, as well as motivational and strategicdiscourse questions are within the display. At varyingintervals, a follow-up exhibit then provides tools to solvethe conflict. Subjects interaction are again recorded.

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A7.15

SCIENCE KNOWLEDGE, COGNITIVE STRATEGIES, ANDMOTIVATIONAL ORIENTATIONS ACROSS CULTURALLYAND LINGUISTICALLY DIVERSE STUDENTS.Okhee Lee and Sandra H. Fradd, University of Miami

The study examined students' problem solving on a series ofscience tasks by four ethnolinguistic groups of upperelementary grade students: (a) monolingual English speakers,(b) bilingual English-Spanish speakers, (c) bilingual English-Haitian Creole speakers, and (d) monolingual speakers of blackvernacular English. In each group, boys and girls and studentsfrom various socio-economic levels were equally represented.The study examined science knowledge, cognitive strategies,and motivational orientations, with a focus on commonalities aswell differences among these diverse groups. The study wasconducted in two schools which significantly differed inlanguage, culture, and socio-economic levels. Using threescience tasks, 16 dyads of students were interviewed byteacher-researchers of the same gender, language, and culturalbackgrounds. Differences in languages and cultures occurredclearly in interactional styles between the teacher and studentsand between students. While there were no major languageand gender differences in science knowledge, cognitivestrategies, and motivation in science, social class andcommunity strongly affected science learning and performance.Implications of the findings for science teaching and learningare discussed.

A7.15

QUALITIES OF EXCEPTIONAL SCIENCE TEACHERS:A MODEL FOR TEACHER PREPARATIONSTRATEGIES.Susan P SDeece, Anderson University

As we embrace the national efforts for science education reform,the preparation of quality science teachers is imperative. Beforeeffective reform based teacher preparation strategies can bedeveloped, it important to know what research tells us about thequalities of exceptional science teachers. The purpose of thisstudy was to examine the qualities possessed by 162 exceptionalscience teachers. Students enrolled in a variety of courses in theDepartment of Biological Sciences at Anderson University weregiven an open-ended questionnaire that asked them to identifythe qualities of their best science teacher. The responses fell intofive general groups. The majority of the responses dealt withclassroom teaching skills, followed by personality traits and thenacademic abilities. Personal needs of the students and academicneeds of the students were collectively not mentioned as often,however, the single most important characteristic dealt with thepersonal needs of the student. These data differ from previousdata collected that pertains to the qualities of exceptional teachersoutside the field of science. The results have definite implicationson how we approach science teacher preparation.

A7.15

UNDERGRADUATE STUDENT USE OF GRAPHINGSKILLS IN THE LEARNING OF MOTIONMichael T. Svec, Indiana University, Bloomington.

The purpose of this study was to investigate how students usegraphs in the lab to learn motion concepts and whether or notstudents can apply the concepts to new non-graphic problems.A multiple-choice pre- and post-test was developed to examinegraphing interpretation skills, content knowledge of motioninvolving graphs and content knowledge of motion involvingword, math, and picture problems. Students will also bevideotaped during their laboratory exercises to document theiruse of graphing interpretation skill to make sense of the motionconcepts. To establish the impact of graphs, a nonequivalentcontrol-groups design will be employed with the treatmentgroup conducting labs using micro-computer based laboratoryactivities which emphasize line graphs of one-dimensionalmotion. An analysis of covariance using interpretation skill asthe covariate will be used.The implications for instructioninclude defining prerequisite graphing skill and refininggraphing based labs to advantage the student.

A7.15

ACHIEVEMENT, GRADE LEVEL, AND GENDER ASPREDICTORS OF STUDENT ATTITUDES TOWARDSCIENCE.Molly H. Weinburgh, Georgia State University

The purpose of this study was to investigatethe relationships of student attitudes towardscience with science achievement, gradelevel, and gender. Six attitudinal variableswere studied using a revised form of theATTITUDES TOWARD SCIENCE INVENTORY (Gogolin &Swartz, 1992). Student achievement, gradelevel, and gender were used as the predictorvariables. The sample consisted of 793students from the 4th, 7th, and 10th grades.The data indicated that student attitudesbecame less positive as academic achievementdecreased and an grade level increased.Females generally were less positive thanmales. An ANOVA indicated that academicachievement was a significant predictor forall the scales. Grade level, aftercontrolling for academic achievement, was agood prldictor for all of the scales butanxiety and self-concept. Gender, aftercontrolling for academic achievement andgrade level, was a good predictor of all thescales but anxiety, value, and motivation.Interpretations and implications are given.


A7.15

THE ROLE OF THE DEMONSTRATION CLASSROOM ININSERVICE

L.Wilson, The University of Iowa

The focus of this study is to determine the role of the ProblemSolving Demonstration Classroom (PSDC) in inservice. Thereare two major components to this study: 1) assessment ofsuccessful implementation, and 2) identified role of thedemonstration classroom by the inserviced teacher. Bothquantitative and qualitative methods are being used throughoutthis study. Teacher behaviors are being coded to assesssuccessful implementation, and teachers are participating infocus groups and interviews to provide insight in to the role ofthe PSDC. Sixty teachers are participating in three demonstrationclassroom sites that highlight Search, Solve, Create, and Shareproblem solving in conjunction with math/science; S/T /S; andtechnology. Ultimately, this study seeks to impact the teaching ofproblem solving in science education through improvedinservice. This will be facilitated directly by this study providinginsight into an alternative strategy for inservice and providingpreliminary data concerning the role of the PSDC. Locally, datafrom this study will be used in the development of additionalPSDC's and provide guidance for statewide demonstrationclassroom development.

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ANALYSIS OF COLLEGE SCIENCE EDUCATION POSITIONANNOUNCEvIENT LLOYD H. BARROW AND

aatiLallidini, UNIVERSITY OF MISSOURIThe purpose of this study was to analyze college scienceeducation teaching positions that were listed in TheChronicle of Higher Education. From August. 1992 throughJune. 1993, there were 112 listings which included 36science education positions. 23 with joint science positionsand 53 with joint education positions. The majonty of thepositions being desired were at the assistant orassistant/associate levels. NSTA distracts that bad thegreatest number of advertised positions were districts 2. 6,7 and 11. Slightly more than half of the announcementsrequired the applicant to have completed the doctoraldissertation. A chi-square analysis found significantdifferences between display and non-displayannouncements. More than 75% of the announcementsrequest previous teaching experience but do not specifyminimum numbers of years. For institutions which dospecify years of experience the mode was three years.Slightly over 50% of the announcements specify studentteaching supervision, about 5% indicate inservice. 25%indicate grant writing, and 33% indicate publications areexpected.

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A STUDY OF THE SCIENCE CONTENT KNOWLEDGE ANDSCIENCE PROCESS SKILLS OF PRE-SERVICE ELEMENTARYTEACHERSJoan M. Boomtart Buffalo State College and Rodney L Doran,University at Buffalo

The purpose of this study was to gain a dearer understanding of therelationship that exists between the high school and college sciencecoursework completed by the pre-service teacher and the elementaryscience concepts they know, understand, and can apply. Achieve-ment and performance tests used in the SISS were administered tothe sample of 318 pre-service feathers, which was drawn from col-leges in Missouri, New York, and Texas. Data on high school andcollege coursework was collected on the sample. Correlations be-tween the dependent measures of achievement tests and perfor-mance tests and the various independent variables, including; highschool and college science coursework will be discussed.

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INFLUENCE OF COOPERATIVE EARLY FIELD EXPERIENCE ONPRESERVICE ELEMENTARY TEACHERS' SCIENCE SELF-EFFICACYJohn R. Cannon, University of Nevada-RenoLawrence C. Scharmann, Kansas State University

The influence of cooperative early field experience on preserviceelementary teachers' science self-efficacy was investigated in thisstudy. The population was comprised by 121 preservice elementaryeducation students enrolled in an elementary science methodscourse. Cooperative learning groups were formed within each of fivelaboratory sections. Each cooperative group witnessed severalmodeled science lessons employing cooperative techniques prior toplanning and teaching a cooperative elementary science lesson inlocal public schools. Science teaching self-efficacy scores wereobtained from two laboratory sections directly before and three othersections immediately following the performance of a cooperativeteaching field experience. An ANOVA was conducted; a significantmain effect was obtained (F 8.63; p < 0.01) with respect to time ofself-efficacy assessment. This finding supported an inference thatearly cooperative field experience had a positive influence onpreservice elementary teachers' science self - efficacy.

SATURDAY, MARCH 27, 1994 -- EVENING

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NARST Meeting

PROFESSIONAL DEVELOPMENT INMULTICULTURAL EDUCATION FOR MIDDLESCHOOL SCIENCE AND MATHEMATICSTEACHERS: POSSIBILITIES AND PROBLEMSDavid B. Den,t, David F. Jackson, Mary M. Atwater, Universityof Georgia, and Jenny Penney Oliver, Kansas StateUniversity

This is an ongoing case study of an insetvice training andreform effort at a professional development school, aimed atfamiliarizing middle school teachers with principles andpractices of multicultural education. Almost all of theteachers at the school are white, while over half of theirstudents are African-American. In this preliminary report wefocus on the tension and conflict which many of the teachersfeet between a strong desire to better understand and servetheir students and the strong doubts. both intellectual andemotional, which many of them feel about adopting attitudesand practices recommended by multicultural educators.

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MODIFYING AND IMPLEMENTING A "SCIENCE, TECHNOLOGY.AND SOCIETY" COURSE FOR MIDDLE GRADES SCIENCETEACHERS.Cindy L. Doherty, Penny J. Gilmer, and Robin H. Marshall,Florida State University

In this study we examine the modification and implementation ofa "Science. Technology and Society" (STS) course for middlegrades science teachers involved in a teacher-enhancementprogram. Additionally, constraints to the change process areidentified and the impact of the modifications on studentattitudes and learning are discussed. This course was previouslytaught as an upper-level undergraduate STS course. Fourfactors were instrumental in the revision of this course: 1) to meetthe objectives of the program and the needs of the teachers, 2)to effectively accommodate a class of 75 students, 3) to respondto previous course evaluations, and 4) the course would bataught in 5 weeks as opposed to a previous section which lasted15 weeks. Identified constraints were time, class size, andbeliefs about the teaching and learning of science at the collegelevet. A significant shift in student attitudes is attributed tochanges in the instructor's teaching style, such as increasedgroup interactions, emphasis on quality of learning versusquantity, and the use of alternative assessments.

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ELEMENTARY SCIENCE TEACHING AT ITS BEST:RESULTS FROM A TEACHER ENHANCEMENT PROJECTPatricia K. Freitag and DeAnn Huinker,University of Wisconsin Madison & Milwaukee

This evaluation research study reports findingsfrom program evaluation and a crosssectionalstudy of teaching practices, self efficacy, andscience and mathematics teaching confidence ofurban elementary teachers. Self efficacy ofparticipants finishing the 2 year integrated inservice program is higher than teachers from thesame district entering the revised program. Uniqueaspects of the program include: integrated sciencesand mathematics content presented conceptually andthematically, team teaching and student centeredteaching strategies modeled by inservice deliveryteams, and active learning strategies. Given thesustained interaction and support of this contentand pedagogy program, urban elementary teacherswere willing and able to innovate the instructionalpractices used in their classrooms. Such programsmay provide a model for midcareer "practicums"for inservice teachers.

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A CASE STUDY OF PROSPECTIVE ELEMENTARY TEACHERS' BELIEFS

CONCERNING EMPOWERMENT IN SCIENCE TEACHING AND LEARNINGDee French. Thomas Konalla. Jr.. ana Elizabeth C.Ooster. University of Georgia

The purpose of this researcn is to prone prospectiveteachers' beliefs concerning empowerment in learning anateaching science. A qualitative metnodology will beuses to explore prior beliefs about empowerment anaexplore issues of empowerment experienced in anelementary science teacning methods course that istaugnt through emancipatory strategies. The theoreticalframeworks which form the backdrop of this studyinclude: (a) constructivism advocating learning as aninterpretative process involving cognitive constructionsof individuals and social collaborations: (b)Habermasian emancipatory interests aopiied to scienceeoucation: (c) the literature of empowerment througncritique. reflection, and deliberate action: and (d) agrowing researcn base involving teacher beliefs anapractices. A case study approacn using contextualanalysis and grounded theory will identify cateaoriesand events. Results showed that (a) stuaents fall on adi semnowerment -empowerment continuum that reflects theirepistemological position and (b) students experiencingcognitive dissonance resulting from the emancipatorycourse who then engaged in self reflection exnibitea agreater sense of emoowerment. Assertions identifiedbeliefs associated with empowerment tnat teacners can

as a mirror to inform their teacning.

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EFFECTIVENESS OF A MODEL TEACHER PREPARATIONPROGRAM FOR THE ELEMENTARY LEVEL.Dorothy Gabel and William J. Boone,Indiana University

To improve the quality of science education at a largestate university in the midwest established the QualityElementary Science Teaching (QUEST) program to prepareprospective teachers more effectively. Although theprogram is structured to aid all elementary educationmajors, students are provided with an opportunity to selectscience as an area of concentration. By doing so studentscomplete 18 additional hours of science, partake in

Saturday science experiences for local elementary children,and complete an interdisciplinary capstone course taughtby science faculty. This study presents the results ofcomparirig the knowledge and beliefs of students beforeand after implementation of the new science educationprogram. Data analysis indicate that the two groups do notdiffer by achievement, cognitive ability, computerattitudes, and high school courses completed, butdifferences are found in their beliefs about themselves asfuture science teachers.

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A CASE STUDY OF ELEMENTARY TEACHERS: PERCEIVEDINTERACTIONS OF PROFESSIONAL INQUIRY AND SCIENCECURRICULUM PRACTICEAlison Graber, Northern Arizona University

This interpretive case study focuses on teachers' perceptionsof the interaction of professional inquiry activities and sciencecurriculum practice. Interviews, questionnaires, and teacherconstructed science modules were the major sources ofinformation for the case study. Teachers' sought outtopics/ideas for science through a variety of professionalinquiry opportunities that usually offered curriculum materialsusable in their classrooms. The 'conduit" of science reformconnected to the school through a variety of avenues, such asuniversity summer institutes, state curriculum documents, andcumculum materials. Teachers' reconstructed the meaning ofreform recommendations within the school setting In waysdifferent from the intentions of reform recommendations. Theschool science curriculum consisted of a series of modulesbased on topics that were integrated into language arts andmath. There appears to be a gap between the "intended"practice advocated by the science education reform communityand the 'enacted" curriculum within this elementary school.There needs to be a greater focus on curriculum developmentand practice within the school context In order to understandthe competing influences on elementary science curriculumpractice.

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TEACHER ENHANCEMENT COLLABORATION:COOPERATION OR A PARTING OF THE WAYS?Sandra Henderson and Norman G. Lederman, OregonState University

The purpose of this study was to determine it differencesexist in how scientists and science teachers participatingin science education partnerships perceive the currentgoals of science education. If differences between thetwo groups do exist, discovering and understanding thedifferences in perceived goals at the outset will allowteacher enhancement programs to be designed in a waythat recognizes the differences and takes steps to becertain that the overall objectives of partnershipprograms are not subverted during the planning andimplementation process. Using a survey instrumentbased on the goal statements from NSTA and AAASrelating to contemporary science instruction. subjectswere asked to rank the goals in order of importance. Theresults of the study suggest that some differences doexist in how scientists and science teachers perceive pre-college science instruction.

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THE USE OF A STRUCTURED DISCUSSION STRATEGY TOFACILITATE CONCEPTUAL CHANGE ABOUT MAGNETISMWITH PRE-SERVICE TEACHERS. Carol Lena Lane, Universityof Georgia.

This study explored the concepts of pre-service early childhoodeducation majors about magnetism through the use of ahermeneutic dialectic process. A written pretest with both open-ended and structured questions was administered. Scientificallyunaccepted concepts and gaps in knowledge were identifiedand addressed with hands-on activities. Students thenparticipated in a structured discussion. Written statements aboutthe concept of magnetism showed their understanding after theactivities, after the discussion, and at the end of the quarter.Semi-structured interviews using open-ended questions probedtheir conceptual understandings. Transcripts of the discussions,interviews, and written statements were analyzed to trace theirconceptual change.

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INCREASING CALIFORNIA'S ETHNICALLY DIVERSESCIENCE TEACHER POOL: YEAR 1Cathleen C. Loving Texas ABM UniversityJames Marshall, California State University, Fresno

Project MOST is a five-year project to recruit, nurture, educateand credential -65 ethnically diverse science teachers forCalifornia's Central Valley. Whereas the majority of studentsin the schools of the Central Valley are Hispanic, SoutheastAsian, and, to a lesser extent, African-American and NativeAmerican-and some rural districts are over 95% Hispanic-the number of middle or high school science teachers fromthese ethnic groups is tiny. In most districts there are none.This research focuses on evaluation of the inaugural year ofthe project where twelve high school seniors were recruited.Evaluation results were used to launch an improved year twowith twenty-five recruits enrolled in the 1993-94 program.Multiple methods of qualitative and quantitative evaluationwere used to determine degree of perceived importance andeffectiveness of *bridge programs, peer counselincytutoring,professional counseling, cohort Interaction, academic innovations,and science teacher mentoring. Results indicate the role ofthe professional counselor in recntitmentlretention is moremulti- faceted than anticipated for student success; bondingof multi-ethnic groups and attitude shifts as the result ofscience teacher and peer counselor mentoring appearedimportant; and early involvement of science faculty withCalifornia Science Framework tenets helped shift perspectives..

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USE OF LEARNING ENVIRONMENT SURVEYS IN ANINTERPRETIVE RESEARCH ON A COLLEGE BIOLOGY COURSEFOR PROSPECTIVE ELEMENTARY TEACHERS.Hedy Moscovici and Kenneth Tobin. Florida State University

The purpose of this study was to find the relationship between howstudents perceive their environment in a newly developed biologycollege course for prospective elementary teachers and theircommitment to learn. Students completed the ClassroomEnvironment Survey, and on the basis of a cluster analysis of theirresponses. four groups were identified. One stu'ient was selectedfrom each group as a data source for follow-up qualitative research.Interviews, classroom observations, videotapes, transcripts andartifacts were the sources of qualitative data. Five dimensions wereused to characterize the learning environment: involvement.autonomy, relevance. commitment, and inhibitors to learning. Theresearch shows that, with the exception of relevance andcommitment, there was a cloSe fit between the environmentpreferred and the environment experienced. Students preferredthe environment to be more relevant , especially to teachingelementary science, than was experienced. In the instances ofautonomy and involvement there are some implications for the goodfit between preferred and experienced.Qualitative data helped us understand students' cultural meaningsbehind their survey responses, uncovering cultu al differences, andissues related to students' construction of sell in this specific collegebiology classroom for prospective elementary teachers.

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MAKING CONNECTIONS IN SCIENCE KNOWING ANDSCIENCE TEACHING: A STUDY OF TEACHER-LEARNING ATAN ELEMENTARY PROFESSIONAL PRACTICE SCHOOLSITE.Sharon Nichols, Betsy Sullivan, and Aldrin Sweeny,Florida State University

This interpretive study takes a qualitative look at prospectiveand practicing elementary teachers and university graduatestudents involved in collaborative classroom research. Issuesare raised concerning the teachers' prior science learningexperiences and constraints perceived in classroom teaching.The university-school partnership provides a model to includeteacher education as key element to systemic reform inscience education.

A7.15

A COMPARISON OF THE PERCEPTIONS OF ELEMENTARYPRESERVICE TEACHERS ENROLLED IN TRADITIONALSCIENCE METHODS COURSES AND THOSE ENROLLED INTEACHER EDUCATION CENTER COURSESKathenne Norman The University of Texas at Brownsville

The purpose of this study was to compare the perceptionsof (a) preservice teachers enrolled in a traditional science methodsclass and (b) preservice teachers enrolled in a center sciencemethods class. Perceptions were examined with regard to thevalue of concepts and skills addressed during the courses andstudent attitudes, knowledge, and confidence levels before andatter taking science methods.

Students in the traditional science methods class spentthree times longer in the university classroom than students in thecenter methods class. However, center students participated inextended field experiences in elementary schools three days eachweek during the semester. Students in the traditional groupparticipated in a 16 hour field experience during the semester.

Students in both groups gave similar value ratings to theconcepts and skills taught in the courses. Center studentsreported more positive attitudes about teaching science bothbefore and after the course, but students in the traditional classreported a greater gain in attitudes about teaching science afterthe course. Center students rated their overall knowledge aboutscience teaching higher than students in the traditional group.Students in both groups reported similar confidence levels.

41121,11!1.


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DEVELOPING CURRICULUM FROM A CONSTRUCTIVISTPERSPECTIVE.Helen Parke Charles Coble. Floyd Mattheis. and Mich lel Wale.East Carolina University

A fundamental premise of any science curriculum developmentproject is that the philosophical intent of the curriculum will berealized in the classroom as it is incorporated into the learningexperiences of students. To support the view that if teachersunderstand the program philosophy they will deliver the program asintended. the Scope. Sequence. and Coordination Project in NorthCarolina involved teachers in the writing process. in intensive staffdevelopment, and in classroom implementation. From aconstnictivist perspective on learning. curriculum developers reliedheavily on concept mapping and consultations with scientists toclarify their own understandings and to make connections within andacross science disciplines as they designed preliminary teachermaterials. The curriculum framework then became the vehiclethrough which teachers made a philosophical shift that impacted theirbelief system about learning and teaching. Evidence from classroomobservations and from interviews with teachers indicates that theconcepts constructed by the curriculum writing team in the earliestphases are similarly being constructed by students throughinvestigations. conversations. and questioning techniques initiated bytheir teachers. This session will share the process of using thesemetacognitive strategies.

A7.15

AN EXPLORATORY STUDY OF HOW ONE SCIENCEEDUCATOR CONTRIBUTES TO PRESERVICEELEMENTARY TEACHERS' CONFIDENCE IN THEIRSCIENCE TEACHING ABILITIES

Diana C. Rice, University of South Carolina-Aiken andAnita Roychoudhury, The Miami University of Ohio-Hamilton

The purpose of this exploratory study was to identifyteacher practices in an undergraduate elementaryscience methods course which constrain or facilitate thedevelopment of preservice teachers' confidence in theirability to teach science. The setting of the study wastwo sections of elementary science methods with a totalenrollment of 53 students. Class meetings werevideotaped for teacher reflection and analysis with apeer collaborator. Student input into the researchprocess was obtained through written reflections,course evaluations, interviews with students, and fromanecdotal comments. Several assertions about theimpact of the teacher on the development of students'confidence and about constraints which hindered thisdevelopment emerged through this process.

A7.15

IMPLEMENTATION OF SUMMER INSERVICEACTIVITIES: A CASE STUDY COMPARISONDana Riley Jane Butler Kahle, and Ann Haley-Oliphant,Miami University

The purpose of this study we:, to evaluate theimplementation of the inservice program, TeachingSciencc with Toys, (TOYS). The study consisted of twocase studies conducted at elementary schools inmiciwestem and western states. The methods used toacquire data for the case studies included field notesfrom classroom observations and structured interviewswith both teachers and students. The study evaluatedand compared the amount and types of inserviceactivities implemented, observable student outcomes, aswell as both student and teachers' modifications inattitudes and beliefs. By comparing the data-from thetwo case study sites, distinct differences contributing tovariations in the inservice implementation emerged.These variations included support from both theinservice program and the case study sites as well as theparticular "culture" of each case study site.Recommendations for successful inserviceimplementation including sustained support and site-specific considerations are suggested for this and otherinservice programs.

A7.15

CHEMISTRY FOR ELEMENTARY TEACHERST _gnagn, Linda C. Grynkewich, Carol L. Lane

ESC 442 is the science methods course for Early Childhoodmajors. The objectives of the course are to introduce preserviceElementary teachers to philosophies and strategies of teachingscience and to increase their science content knowledge so thatthey will become more comfortable teaching the subject. Whenasked during intake interviews which area of science they are leastcomfortable with or which do they need the most improvement in,most have answered, 'Chemistry." We have therefore identifieda need to increase the students' awareness of chemistry,appropriate for instruction at the elementary grade level and topromote a positive attitude toward chemistry. The performance-based assessment involves higher order thinking skills and isuniquely open-ended. This research is a study in the effectivenessof the instruction and assessment components of the chemistryunit developed for implementation.

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TELECOMMUNICATIONS AND THE PRE-SERVICE SCIENCETEACHER: '1 EFFECTS OF USING ELECTRONIC MAIL AND ADIRECTED EXPLORATION OF INTERNET ON ATTITUDESJ. Russett, University of Nebraska-Lincoln

Two primary questions were addressed in thisstudy dealing with telecommunications and pre-serviceteachers. (a) What effect will the purposeful use oftelecommunications in a science methods/curriculumcourse have on student attitudes towards theusefulness of electronic communications? (b' Whatwill this do to their anxiety level dealing withtechnology in general?

Primary data was from surveys and studentjournal entries. Pre and post surveys showed: 1) amarked decrease in anxiety in the experimentalgroup; 2) an increase in both desire to usetelecommuniCations in the classes they teach and inperceived value of telecommunications was found inthe experimental group; 3) the students in theexperimental group showed a desire to use theINTERNET as a tool for student acquisition anddissemination of information as well as forcommunication with peers, while the control groupwanted to talk about telecommunications.

A7.15

INTEGRATING THE ORGANIC AND THE MECHANISTICTRADITIONS CF ECOLOGY IN THE MIDDLE SCHOOLCLASSROOM; A CASE STUDYpods B. Ash University of California. Berkeley

We describe research illustrating how curriculum design wasaccomplished by integrating principled ideas from within thehistorical and philosophical foundations of ecology. First, we outlinethe mechanist and organicist frameworks. two traditions that co-define ecology. Next, we suggest several important principles thataccompany proposed integration, for example, the notion of mutualinterdependence of ecosystem components (Worster, 1977; Odum,1963). Last, we describe research that focused specifically onchildren's collaborative research of the causes for endangeredspecies status in a wide variety of student-selected animals. duringthree iterations of an environmental science learning cycle in an innercity school. The majority of the students were academically at riskwith more than 800/0 bilingual or bidialectical.

Research encompasses three stages, and uses aninnovative design philosophy (Brown et al, in press). Analysescombine both qualitative and quantitative assessment formats inorder to more completely describe the complex world of theclassroom. Qualitative methodologies include clinical interviews(Ash. 1991), that act as in-depth pre and post interventionassessments of children's reasoning about complex ideas anddiscourse analysis.

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CONSTRUCTIVISM IN THE ATLANTIC SCIENCECURRICULUM PROJECTJohn Bamett, Ontario Institute for Studies in Education andCharles McFadden, The University of New Brunswick

SciencePlus is a constructivist, STS school scienceprogram developed by the Atlantic Science Curriculum Projectfor students 11 to 15 years old. Various editions of theprogram are used in Canada and the United States. One ofthe features of the curriculum materials is that they elicit thestudents' prior knowledge, engage the students in contextuallyrelevant activities and help them construct new conceptualframeworks. How the principal participants in the projectcame to employ a constructivist model of learning and howthey incorporated it into a textbook is the object of this workin progress.

One problem with using a constructivist pedagogy ina curriculum project lies in the necessity of producing actualclassroom materials for students to use. Such materials maybe used in a prescriptive way by teachers unfamiliar with theprogram's aims. A second facet of this case study istherefore an examination of the methods of teacherdevelopment used to empower them to teach in aconstructivist way.

A7.16

PROGRESSIVE TRANSITIONS FROM ALGORITHMIC TOCONCEPTUAL UNDERSTANDING IN STUDENT ABILITY TOSOLVE CHEMISTRY PROBLEMS: A LAKAIOSIANINTERPRETATIONMansoor Niaz, Universidad de Oriente

The main objective of this study is to constructmodels based on strategies students use to solvechemistry problems and to show that these modelsform sequences of progressive transitions similarto what Lakatos in the history of science refersto as progressive 'problemshifts' that increasethe explanatory/heuristic power of the models.Results obtained show the considerable differencein student performance on chemistry problems (mol,gases, solutions, and photoelectric effect) thatrequire algorithmic or conceptual understanding.The difference between student performance onalgorithmic and conceptual problems can be inter-preted as a process of progressive transitions(models) that facilitate different degrees ofexplanatory power. This reconstruction of studentstrategies (progressive transitions) can providethe teacher a framework to anticipate as to howstudent understanding could develop from beingentirely algorithmic to conceptual.


A7.16

TOWARD A BETTER UNDERSTANDING OFSTUDENTS PERCEPTION OF SCIENCE, SCIENTISTS,AND THEIR WORKHsiao-Ching She., National Taiwan Normal University

The purpose of this study was to examine how thedifferent grade level students related to their perceptionof science, scientists, and their work. The interview-about-instance (IAI) procedure were utilized to interviewGrade 1, 3, 5 and 8 total 297 students with 30 pairs ofillustrations concerned with the physical appearance,gender, work tasks, workplace, and employment ofscientists. Results showed that different grade levelstudents made different initial responses in relation tomost of the illustrations (22 out of 30 items). Moreover,from the comments of their initial responses revealed anincrease in sophistication across the four grade levels.Lower grade level boys and girls made similar initialresponses to most of the illustration, and higher gradelevel students revealed an increase difference betweenboys and girls ideas on scientist appearance items. Itseems that school environment has some degree ofinfluence on Grade 1 than other grade level students.

A7.16

THE UTILIZATION OF HYPERTEXT TOOLS IN THEDEVELOPMENT OF DIDATIC COMPUTER RESOURCES FORTHE TEACHING OF SCIENCELuciano Barractan, Universidad Central de Venezuela. Venezuela

Spanish abstract may be found under session number S7.08.

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RESEARCH IN THE TECHNICAL EDUCATIVE SYSTEM OFTHE COUNTRIES THAT COMPRISE THE SOUTH AMERICANCOMMON MARKETJorge Buono, Nelly Diaz, y Nancy Pere, Ministario de EducaciOny Cultura del Uruguay, Uruguay


A7.16

REGIONAL PROGRAM OF JUVENILE SCIENCE ANDTECHNOLOGYJorge Sueno, y Nelly Dfaz, Ministerio de Educacion y Culture delUruguay, Uruguay

Spanish abstract may be found under session number M7.08.

5

SATURDAY, MARCH 27, 194,1 -- EVENING NARST Meeting

A7.16

RESEARCH MANAGEMENT IN PERU AND THE PETROLEUMINDUSTRYEsteban Castellanos, International Development ResearchCenter y Universidad Catelica del Peru, Peru

Spanish abstract may be found under session number T2.08.

A7.16

A POSTGRADUATE PROGRAM OF MEAT BOVINES: ANOPTION FOR THE THE ZONE OF THE SEA OF CORTEZRafael de Luna de La Pena, C. H. Hernandez, V. J. Espinoza,,H. A. Palacios, Universidad Aut6noma de Baja California Sur,Mexico


14

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BILINGUAL MEMORY: STRUCTURE VERSUS MENTALPROCESSESRoberto Heredia, University of California, Santa Cruz, U.S.A


A7.16

A GENERAL GUIDE FOR THE IMPLEMENTATION OFCOMPUTER CAREERS IN LATIN AMERICARamon Mata-Toledo, Carols A. Reyes - GarcSanchez-Guerrero, James Madison University, Virginia, InstituteTecnolOgico de Apizaco, Mexico y Universidad NacionalExperimental del Tachira, Venezuela


5 7


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DEVELOPMENT OF BASIC MATHEMATICS COMPUTATIONABILITIES: A CENIDET EXPERIENCEJ.L. Ramirez, Manuel Juarez,y Luis Villa lobos, Centro Nacionalde Investigacion y Desarrollo Tecnologico, Mexico

Spanish abstract may be found under session number S7.Oa.

A7.16

FARMING AND ANIMAL HUSBANDRY EXTENSION COURSES:A FUNDAMENTAL PEDAGOGICAL EXPERIENCER. Santos, Universidad Aut6noma de Baja California Sur, Mexico


A7.16

NEW MARINE BIOLOGY STUDENTS IN THE AUTONOMOUSUNIVERSITY OF SOUTH BAJA CALIFORNIAC. J. Villavicencio Garayzar, y Marfa del Carmen y G6mez delPrato Rosas, Universidad Autdnoma de Baja California Sur,Mexico


A7.16

MODULAR STRUCTURE OF AN INTELLIGENT TUTORIALSYSTEM IN THE TEACHING OF THEORETICAL ANDPRACTICAL DISCIPLINESFaisal Zeidan, Universidad de Los Andes, Venezuela



A7.16

THE EFFECTS OF A PEDAGOGICAL MODEL ON THEDEVELOPMENT OF THE AFFECTIVE DISPOSITIONSRELATED TO CRITICAL THINKING.Nicole Ferguson, Ministry of Education, New Brunswick

The purpose of this study was to examine the level ofdevelopment of the affective dispositions related to criticalthinking In Grade 7 science students following a period ofinstruction using the pedagogical model called the LearningCycle. Furthermore, the study examined hie developmentin formal thinking and in science process skills. Eight, 7thgrade teachers expressed interest In participating in thisresearch. Four of the teachers received Inset-vice in usingthe Learning Cycle. Those same teachers communicatedweekly by e-mail with the researcher, exchanging lessonplans and Ideas regarding the use of the Learning Cycle.The other four teachers followed their normal program. Theeight teachers were visited periodically by the researcher.Pre and posttests were administered to 450 studentsmeasuring their affective dispositions In critical thinkingusing the California Critical Thinking Dispositions Inventory(CCTDI) questionnaire, their development in logical thinkingusing the Group Assessment in Logical Thinking (GALT)questionnaire, and their performance In science processskills using the Test of Integrated Science Process (TIPS II).

A7.16

DESCRIBING TANZANIAN SECONDARY SCHOOLSTUDENTS' UNDERSTANDING OF SCIENCE AND THEIMPACT OF SCIENCE ON SOCIETY.Mwantumu M. Hussein University of New Brunswick.

Most changes In Tanzanian science curricula are made inthe absence of adequate feedback from the schools. Inaddition, only limited research Is available about scienceeducation at secondary school level. Exploring students'understandings of science will provide information to ourdecision makers and point out any need to change ourscience curriculum or ways of teaching. The purpose ofthis study was to describe a group of secondary schoolstudents' understanding of science and the Impact ofscience on society. The study was conducted in Mwanzadistrict in Tanzania. Two focus groups of eight sciencetaking students each were interviewed In three sessions.Each session was video recorded. Dialogue journals werealso established between the participants and theresearcher. Data analysis involved categorizing the datainto meaningful themes and patterns. Preliminary analysisand results show the kinds of understandings studentsposses about science and their awareness of therelationships between science and society.

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THE RELATIONSHIP BETWEEN GIRLS' PERCEPTIONS OFPHYSICS, CLASSROOM INTERACTIONS AND GIRLS'ACHIEVEMENT IN PHYSICS.Bernadette K. Niushashu, University of New Brunswick

Previous studies of sex differences in academicachievement have identified early childhood experiences,socialization, family background, ethnicity, biologicalfactors, teachers and curriculum as factors affecting girlsacademic performance in science. The fact that thesefactors did not affect girls' achievement in those years,shows that there may be something wrong in secondaryschools which greatly affects girls' achievement. Girls'perceptions about physics, together with secondaryteacher-student interaction might be the main cause forgirls' underachievement In physics. This paper examinesgender differences In perceptions of physics, the nature ofco-ed classroom interactions, and relationship of these twofactors, with girls' achievement in secondary schoolphysics. Two hundred and ten students completed thequestionnaire, 6 teachers were Interviewed and classroomInteractions were video recorded. The preliminary resultsIndicate that there is a differential treatment between boysand girls In physics classrooms.

A7.16

WHA'I OrPORTUNMES AND CONSTRAINTS DO YOUNGFEMALE SECONDARY SCHOOL TANZANIAN STUDENTSREPORT ABOUT THE STUDY OF SCIENCES?Anisla Nenze. University of New Brunswick.

In Tanzania women are under-represented in science fieldsof work and in the science classrooms as teachers and asstudents, especially In high schools and colleges. Howeverwomen are the daily users of science in the homes and inagriculture. The nation encourages all students to pursuescience at all levels of education. Why do girls more thanb s shy away from science options as a requirement fortheir future careers In life? The purpose of this study wasto describe young female Tanzanian students' perceptionsabout the study of science in secondary school. Two focus-groups of six students each were Interviewed in foursessions; each session was video-recorded. During thestudy, a dialogue journal was established between theinterviewer and the Interviewees. Member checking wasalso undertaken by discussing video-tape replays. Dataanalysis Involved categorizing the data into meaningfulthemes. Patterns and Inter - relationships were sought withinand among the categories. Outcomes of preliminaryanalysis will be presented.

JJ


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TRAPS IN CHEMISTRY LEARNING STUDENTS' DIFFICULTIES

WITH THE OXIDATION CONCEPTHans Jurgen Schmidt. University of Dortmund, Germany

The purpose of this descriptive study was to uncover how senior highscnool students use the term redox reaction. Multiple -choice questions

with distractors reflecting students' misconceptions were developed. Asample of 4,970 German senior high school students completed thetests. The students were asked to give reasons for their answers. Theresuits of the study show why students chose distractors rather than thecorrect answers of the multiple-choice tests. They try to use

characteristics of the old oxidation concept with the new one, assumingthat oxygen is involved in every redox reaction. An analysis of twoAmencan and two German chemistry textbooks for senior high schoolsshowed that the modem concept of oxidation is introduced. However,only a limited form of the oxidation concept is used afterwards. It istneretore reasonable to ask whether only the limned forms of theseconcepts should have been introduced in the textbooks and also usedin chemistry teaching. In any case, teachers should be aware ofstudents* difficulties with ambiguous terms. In chemistry, as well as inother natural sciences. more research into student misconceptionscaused by ambiguous terms should be conducted.

A7.16

THE ROLE OF SEMANTICS IN STUDENTS' CONCEPTIONSAND RESEARCHERS' INTERPRETATIONSDavid Schuster, University of Natal, Durban, South Africa

The role of semantic factors in students' concept; Ins in scienceand researchers' interpretations thereof is insufficientlyrecognized. Word usage, phrasing and contextual meaning canplay an important role in helping or hindering studentunderstanding of scientific concepts. It will also be argued thatcertain 'misconceptions' arise from semantics as much as fromconcept misunderstanding. Furthermore, researchers'characterizations of student conceptions have sometimes beenbased on semantic misinterpretations. Treated as hypotheses, theabove statements were tested by comparing student responses toconventional misconceptions tests based on named concepts like'force' , 'velocity' and 'acceleration' with responses when theconcept names were replaced with more fundamental butscientifically equivalent phrasing. Responses were oftensignificantly different, indicating that semantic issues haveimplications for the interpretation of conceptual understanding.This suggests reconsideration of some earlier misconceptionsfindings. The effect of initial teaching using fundamental phrasingrather than concept names was also investigated; the approachhelped to develop operational conceptual understanding whilediminishing misconceptions.

A7.16

TEACHING ELECTRICITY: A CURRENT DILEMMASusan M Stocklmayer and David F Treagust, CurtinUniversity of Technology, Perth, Australia

Research findings indicate that students' understandingof simple electric circuits is confused by many alternativeconceptions. The model of electric current which ispresented in most textbooks is fundamentally newtonianin nature. Many teaching strategies focus on this model asthe analogical target for students' understanding, but thepersistence of alternative conceptions indicates that themodel is a difficult one for students. For practitioners inelectrical technology, however, a field concept has beenfound to be the most useful model. This paper describesa classroom initiative to teach elementary circuitry tosecondary school students using a field-based model.The relevance of this model to current teaching practice isdiscussed in this paper.

A7.16

SELECTED STUDENT FACTORS AFFECTING ACADEMICACHIEVEMENT OF GRADE 8 STUDENTS IN BHUTANChogval Tenzln, University of New Brunswick

A great need for research in student achievement Is felt InBhutan, where little has been done In this area; the educationsystem relies largely on research evidence generated In othercountries. This paper describes a study of how selectedstudent variablesage, gender, fathers occupation, homelocation, residence status and type of school attendedInfluence student performance In science, mathematics andoverall academic achievement In Bhutan. The sampleconsisted of 765, grade 8, students in 3 high schools and 11junior high schools. Achievement was measured by scoresobtained from the Bhutan Junior High School LeavingCertificate Examinations (BJHSCE) conducted by the BhutanBoard of Examinations (BBE) In 1989. The Statistical AnalysisSystem software was used to correlate the Independentstudent variables with achievement variables. MultipleRegression Analysis was performed to determine thecombined effects of the student variables on achievement.The data convist of student background information obtainedfrom the Planning Division of the Department of Education andthe result sheets of the 1989 BJHSLCE Examinationsconducted by UBE.

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A7.16

r4ATHEMATICS/SCIENCE TEACHER,TEACHER/RESEARCHER, CONSTRUCTIVIST:MULTIPLE ROLES AND MULTIPLE DILEMMAS

Loren R. White, Curtin University of Technology

The purpose of this study was to examine: (1) the roles of ateacher/researcher and the frameworks required to adequatelydescribe the merging of roles, (2) the effects of collaborativeresearch on the teacher/researcher, students and academicresearcher, and (3) a teacher/researchers attempts to mergescience and mathematics in a grade 8 mathematics classroom.This collaborative case study involved reflective journal entries,inclass interviews with students, observer field notes, anddiscussions between the teacher/researcher and the academicresearcher. Ongoing analysis of the data revealed the natureand content of a coherent description of classroom incidentsdepended on which of the multiple roles the teacher adopted.No one role, but rather an emergent, not clearly explicatedadditional perspective was required. From such an emergentrole arose ethical dilemmas for the teacher in relation todecisions made in the act of teaching and how they affectstudent learning, the outcomes of the project and the success ofthe collaborative research process. Further, in relation to thesepoints, it was found that judgement of the success of theattempts to merge science and mathematics also depended onwhich role/perspective was adopted.

A7.16

REVERSING A LINE OF THOUGHT IN ORGANICCHEMISTRYyjjav Reddy. University of Natal, Durban. South Africa.

This is research in progress. Reversibility of a mental processmeans a reconstruction of its direction in the sense of switchingfrom a direct to a reverse train of thought. Reversing a line ofthought is an important cognitive skill necessary forunderstanding concepts in organic chemistry. This research wasconducted with students taking chemistry 1 at the University ofNatal (South Africa). The purpose of the study was to determinestudents' current proficiency in the skill (reversing a line ofthought), the level of proficiency required to ensureunderstanding of certain organic chemistry concepts and todetermine the kinds of prompts or scaffolding that could beoffered to students to facilitate that understanding. Studentswere given problems relating to ozonolysis of alkenes to solve.They were asked to think aloud as they solved the problems.The interviews were involved interaction between student andinterviewer and prompts to solving the problem were offered."Successful students" (having done well in mid year exams) aswell as students who came from disadvantaged schoolingsystems were interviewed and a model of reversible thinkingskill will be developed.

A7.16

EVALUATiN OF A RESEARCH BASED IN-SERVICEPROGRAM.Ellen van den Berq, University of Twente, The Netherlands

The aim of our study is designing a research based teacherprogram to improve the quality of science education at theelementary school level. The main goal of the training ischanging teachers' beliefs of science education and theirteaching behavior from a more traditional toward a moreinnovative approach. In the first part of the paper a justificationand the outline of the training program will be presented andillustrated with a short video-program, in which the training's mainideas have been epitomized. The second part summarizes theresults of a formative evaluation. In the third part the effects ofthe training on teachers' attitudes and behavior will be presented.The last part the results will be discussed.

A7.16

COOPERATIVE EVALUATION AND THE USE OF NEWTECHNOLOGIES IN SCIENCE PROJECTS IN A MIDDLE SCHOOLSETTING.

Pierce Farragher, Nikki Burger, University of Victoria, and Colin Col lister,Bayside Middle School, B.C. Canada

The subject of this presentation is an action research project which hadthe following foci: (i) An examination of the concepts involved inproblem-solving (skills/processes, attitudes, knowledge, and criticalthinking). (ii) Cooperative evaluation of a science project by studentsand teachers. (iii) Previously learned technology skills (i.e. Hypercard,graphing, wordprocessing, etc.) that students might use in a selectedscience project. (iv) changes in students attitudes toward science. Theprojects were selected from three domains: Forestry, Agriculture,Fisheries. Log books were maintained by 70 Grade 8 science students.Pre and post science attitude surveys were completed and studentswere interviewed to explain their selections and evaluations. Matchedpairs of Nests were done to compare pro and post attitude surveys onseveral variables and a reliability analysis was done on the substratevariable. Significant differences were found between the teachers'evaluation of the students, the students evaluations of themselves, andof each other, with the teachers evaluations being significantly lower thanthe other two groups. Highly significant positive changes in studentsattitudes toward science were also recorded. It was noted that Grade8 science students require much guidance and encouragement In thedevelopment of their skills/processes, attitudes, knowledge, and criticalthinking.

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STUDENT DISENGAGEMENT IN MIDDLE SCHOOL SCIENCECLASSES: CONSEQUENCES FOR AFRICAN-AMERICANFEMALESMary Antony, University of Michigan, Ann Arbor

The classroom processes that result In student disengagementare the focus of this interpretivist study. Disengagement isconeptualized as withdrawal or alienation of both teachers andstudents from the learning process. Through observations andinterviews, the study describes the patterns of teacher-studentinteractions and negotiations that formed the context for learningin four eighth-grade science classrooms. The researcherexplores the advantages and disadvantages of thisdisengagement from both the teacher's and students'perspective. Consideration is given specifically to theconsequences of this disengagement for African-American girls.

S2.01

FORMATIVE EVALUATION WITHIN A PROGRAM TO INCREASEMINORITY PARTICIPATION IN SCIENCE TEACHING ANDLEARNING.Dorothy Rosenthal, Ardra M. Grubbs, and Julia A. Lee,California State UniversityLong Beach

Throughout the administration of Project MOST, a three-yearprogram to provide Minority Opportunities in Science Teaching,we have been conducting formative evaluations that provideimmediate feedback, Identify problems, and lead to solutions.For example, when decreasing attendance at sessions four andfive of a six-session series was noted, a change in the paymentschedule for participants was suggested, so that stipends wouldincrease with each session attended. Another observation wasthat the ethnic identities of students participating In the Labora-tory Assistant component did not match the ethnic group pro-portions of all Project MOST students. While Asian, Hispanic,and Black students each comprised approximately 33% of allMOST students, within the Laboratory Assistant component theproportions were 67% Asian, 25% Hispanic, and only 6% Black.Further evaluation revealed that Black students were most likelyto attend high schor Is with meager science-laboratory facilities,a barrier to participation not easily overcome. Nevertheless,some recommendations to increase participation In the Labora-tory Assistant component were made. These are two examplesof the role of formative evaluation within Project MOST.

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LISTENING TO DIVERSE STUDENTS IN AN HISTORICALLYRACIST REGION: A SOCIAL CONTEXTUAL STUDY OFSCIENCE TEACHING.J. Randy McGinnis, University of Maryland at College Park.

The purpose of this study was to provide a narrative descriptionand interpretation of students' perceptions of the actionsresulting from decision- making of two White science teachers inan urban multicultural middle school situated in the Deep South.The theoretical reference used in this study was constructivist:the research methodologies were qualitative and socialcontextual. Interactions between the teachers and students madeup a consensual domain which defined the learning field. Studeniparticipants of this study were African-American, Asian (Chinese,Cambodian, Korean, Japanese, Thai, and Vietnamese),Romanian, Hispanic, Middle Eastern, and mainstream White.Insights from the study include the identification of a tensionresulting from the historically oppressed African-American ethnicgroup's resistance to assimilation into a mainstream culture andteacher and new immigrant students' expectations. The resultwas a science teaching environment interpreted throughsignificantly different student lenses colored by ethnicity andhistorical racism in a social context.

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CHILDREN'S' PERCEPTIONS ABOUT TECHNOLOGY: ANINTERNATIONAL COMPARISONTina Jarvis University of Leicester, and Leonie J. Rennie,Curtin University of Technology

This paper compares the perceptions about technologyheld by elementary school children in Australia and theUnited Kingdom. Children's perceptions were measuredusing a Writing/Drawing Activity, designed for children of allages, a Picture Quiz, designed for young children, and aQuestionnaire designed for older children. In each country,samples of about 800 children in second to sixth grade werechosen from schools representative of those in their region.The results indicate that children have an enormous varietyof ideas about technology, which become more complexand coherent as they became older, but many childrenassociate technology only with computers and modernappliances. Children's attitudes are positive, although theirexpressed interest seems to decline with age. The genesisof technology from a craft base in the United Kingdom isreflected by an emphasis on model-making, an aspectvirtually ignored by Australian children. The diverse viewschildren hold underscores the importance for teachers ofaccommodating children's understandings and perceptionswhen designing their classroom instruction.

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SUNDAY, MARCH 27, 1994 -- MORNING NARST Meeting

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CHEMISTRY PROBLEM-SOLVING ABILITIES: GENDER,REASONING LEVEL AND COMPUTER-SIMULATEDEXPERIMENTS.aen2Leeaults , Southern Illinois University at Carbondale and.1. J. Lagowski, The University of Texas at Austin

Two studies were conducted to determine the effects of gender,reasoning level, and inductive and deductive computer-simulatedexperiments, CSE, on problem-solving abilities in introductorygeneral chemistry. In the pilot study, 254 subjects were randomlyassigned to control (CAI tutorials), inductive or deductive CSEtreatments for the entire semester. On the comprehensive finalexamination, 78 'A problem - solving items, formal reasonersoutperformed transitional reasoners who, in turn, outperformedconcrete reasoners, ANOVA, p c .0001, and males outscoredfemales, p = .0452. On gain in reasoning ability among the concretereasoners, those in the Inductive group tended to outgain those inthe other two groups, p .0676. For the main study, 187 subjectsand no control group, the CSE's were revised to make the structuremore explicit. No significant differences were found among thetypes of reasoners on three cognitive levels of the final examination,although formal reasoners tended to outscore concrete reasonerson middle cognitive items, p In a reversal of the expectedgender differences, males tended to score higher on lowercognitive hems, p e .0814, whereas females tended to score higheron higher cognitive Items, p = .1411. We discuss the relationshipbetween problem-solving abilities and the use of guided discoveryand Interactive CSE's.

S2.02

AN EXAMINATION OF MIDDLE SCHOOL STUDENTS'DECISION-MAKING ON MUNICIPAL SOLID WASTEMANAGEMENT IN TAIWANKuo-Hua Wang, National Chunghua University of Education.Taiwan

This study examined eighth-grade students' conceptions onsolid waste management. A process-tracing techniques byusing a HyperCard simulation on solid waste management havebeen used in this study to assess the students cognitiveprocess in a decision-making. Twenty seven studentsparticipated In the study. The result showed that 11 (40.7%) outof a total 27 students succeeded in the final option ranking. Thestudents' average order of the final option-ranking close to thepreferred ranking. The strategy used most frequently by thestudents for Initial option-ranking was the conjunctive and theadditive strategies. The students read less information after the,second option-ranking. The average student read 60% of thetotal information provided in the simulation. tt was found that thesubjects read most frequently on the imformatlon about thedisadvantages of the options. In addition, the subjects read moatthe cards relating to composting and waste-to-energy. Thestudents are most concerned with the environmental aspects ofthe options for the solid waste management.

S2.03

LEARNING ENVIRONMENTS AND STUDENT OUTCOMES INSENIOR HIGH SCHOOL BIOLOGY CLASSESDayilalienskzan, Launceston College, Tasmania and DarrellL Fisher and Barry J Fraser, Curtin University of Technology

This study investigated associations between students'achievement and attitudinal outcomes and their perceptions ofthe classroom and laboratory learning environments among asample of 489 students from 28 biology classes in 8 schools inTasmania, Australia. The Questionnaire on Teacher Interaction(OTI) was used to assess interpersonal behavior betweenteacher and student and the Science Laboratory EnvironmentInventory (SLEI) provided student perceptions of their sciencelab-classes. Achievement on an external examination,performance in practical tests and responses to two attitudequestionnaires were used as student outcome measures. Pastresearch was replicated in that sizeable relationships were foundbetween the environment and outcome measures, althoughassociations were stronger with attitudinal outcomes than withcognitive or practical skills outcomes. Commonality analysessuggested that the OTI and SLEI each made an appreciablecontribution to the variance in outcomes which wasindependent of the variance attributable to the other instrument.Some statistically significant gender differences were found instudents' responses to OTI and SLEI scales.

S2.03

LEARNING CLIMATE, SATISFACTION AND GRADES INCHEMISTRY IN GEFIMAN SCHOOLSQlefAsegler and Claus Bole), Institute for Science Education, Kiel

German didactic research often deals with special methodologicalaspects of science teaching and their influence on achievement.Most of the studies done take into account other sign'if'icantvariables, particularly learning climate. This is surprising, since apositive learning climate corresponds to higher student satisfactionand achievement. The aim of our current study is to introducedifferent learning climate variables into chemistry instruction aspotential predictors of student satisfaction and achievement(indicated by grades) in chemistry Instruction. We built ahypothetical model concerning the relationships among fivelearning climate indicators (profile of requirements, subjectrelevance, opportunities to participate, class cooperation andstudents' willingness to participate), and the expected studentsatisfaction and achievement. To test our model we administered aspecial questionnaire (the KLCO, Botts, 1993) to two samplegroups from different types of high schools. The first sampleconsisted of 325 students from a selective high school, the secondone consisted of 264 students from a normal high school. Pathanalyses show that in both cases the five learning climatevariables are significant determinants both of students' satisfactionwith chemistry instruction and of achievement (grades).


S2.03

STUDENT AUTOMCHY AND PREORDAINED SCIENCE: THE NATURE OF THELABORATORY TASK IN PHYSICS CLASSROCMS.Timothy P. Olsen and Peter W. Hewson, University ofWisconsin-Madison

Four experienced physics teachers were observed andvideotaped, interviewed about classroom events, andinterviewed about researchers' tentative analyses during two'challenging' topics. By examining classroom activities anddiscourse, instructional materials, content, and laboratoryequipment, Project DISTIL provides a detailed portrayal ofcases showing how high school science teachers define tasksand construct activities. This paper focuses on laboratoryactivities, where we found that students were givendecision-making responsibilities of various kinds and todifferent degrees. The teachers played diverse and uniqueroles in communicating expectations and reinforcingstudents, work to structure desired student outcomes.Intended outcomes resonated with teachers' beliefs about thenature of science and about student learning. Our resultsaddress the following questions:

1. What are students expected to accomplish during lab?2. What and who defines what gets done in the lab?

S2.04

TEACHING COMPLEX SUBJECT MATTER IN SCIENCE:INSIGHTS FROM AN ANALYSIS OF PEDAGOGICALCONTENT KNOWLEDGEShirley Magnusson, The University of MichiganJoseph Krajcik, The University of MichiganHilda Borko, The University of Colorado

This paper describes the analysis of teacher pedagogicalcontent knowledge for the topic of heat energy andtemperature. Results provide information about areas in whichteacher pedagogical content knowledge may be weak, andidentifies knowledge that can help teachers be more effectiveat facilitating the development of scientific knowledge. Wewould argue that such information is useful to teachereducators for planning and implementing preservice as well asinservice instruction (Krajcik & Borko, 1991). A limitation of thisstudy was that teacher PCK was not assessed in the context ofall the phases of teaching: planning, interactive teaching, andreflection. Teacher reports of their instruction (Magnusson,1991), for example, indicate that the knowledge evident in theirinterview was not necessarily employed in their teaching. Thisdiscrepancy indicates the complexity of how teacherknowledge translates into instructional action, and furtherpoints to the need for investigation of teacher knowledge anddecision-making in all phases of teaching.

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ANALYSIS OF CROSS-AGE TEACHING IN SCIENCE:EFFECTS ON ELEMENTARY STUDENTS' ATTITUDESTOWARD SCIENCEfilaeLLSIaig, Wayne State University

The purpose of this study was to examine the effect of cross-ageteaching in science on the attitudes toward science ofelementary students. The 470 fourth and fifth grade students, inthree different school districts, received hands-on, activity-based science lessons each week which supplemented theirregular science instructional program. The treatment groupconsisted of 275 of these students who were taught by highschool juniors and seniors. The remaining students were taughtby their regular classroom teachers. Attitude towards sciencewas measured by a thirty-six item Liken Scale instrumentdesigned by the author of the study. Pre and post scores wereanalyzed for any significant change. Results indicated that bothgroups (treatment and control) demonstrated significant gains inattitude towards science. However, no significant differenceswere found between the treatment and control groups in attitudetowards science gains. Statistical analyses conducted supportedthe reliability and validity of the attitude towards scienceinstrument developed for this study and yielded importantinformation concerning the attitudinal effects of cross-ageteaching on younger students.

S2.05

USE OF HISTORICAL VIGNETTES IN A NONSCIENCE MAJORS'COURSE: DOES IT AFFECT STUDENTS' UNDERSTANDING OFTHE NATURE OF SCIENCELinda E. Roach. Northwestern State University andRonald G. Good, Louisiana State University

Interactive historical vignettes were utilized in aquantitative and qualitative investigation in a university level.introductory nonscience majors course to determine if inclusionof the history of science in such a course would induceconceptual change about the nature of science withoutsacrificing student understanding of the physical science contentInteractive nature-ofscience historical vignettes employ theinterrupted story form to generate student discussion about thenature of science. The Nature of Science Questionnaire wasdeveloped. Based on a model of the nature of science drawnfrom science education research fiterature, it was utilized toquantitatively determine it the experimental technique was useful.Qualitative research, in the form of content analysis of journalsand transcripts of interviews, was performed to determine whatconceptions students held before and after treatment. Studentswho participated in the nature-of-science vignettes demonstratedstatistically significant gains in an understanding of the nature ofscience with no losses in understanding of physical sciencetopics. Students who did not participate in the Interactivehistorical vignettes did not show similar gains. Content analysisof journals and interview transcripts provide evidence thatqualitative research should accompany questionnaires wheninvestigating student understanding of the nature of science.

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SCIENTIFIC RESEARCH AND ON-COMING VEHICLES: CANRADICAL CONSTRUCTIVISTS EMBRACE ONE AND DODGETHE OTHER?John R. Slaver, Kansas State University

The authors purpose in this paper is to respond to twoquestions raised by Roth and Lawson in the September, 1993issue of the Journal of &watch in Science Teaching. Question#1: Would a radical constructivist step out of the path of anapproaching vehicle? Question #2: In the conduct of inquiry,would a radical constrUctivist employ a controlled experiment,test a hypothesis, and quantitatively analyze the data? Theauthor answers each question affirmatively, using selected workof Heinz von Foerster, Ernst von Glasersfeld, and others indeveloping the answers. Issues central to the developmentinclude the nature of knowledge, the concept of fit versus match,and the notion that inquiry is driven by questions, with methodsas subordinate to questions.

S2.05

THE IMPACT OF 1i.:ACHERS' CONCEPTIONS OF THENATURE OF SCIENCE ON THE PLANNEDIMPLEMENTATION OF CURRICULUM.Moreen K. Travis, University of Cincinnati

This study explored the effect of teachers' conceptions of thenature of science on the planned implementation of a man-dated curriculum. Ethnographic Interviews and documentanalysis were used to determine the relative Influence ofteachers' conceptions of science on planned implementationcompared to those expressed in the curriculum itself. Analysisof teachers' conceptions, teachers' ()tanned implementationand the mandated curriculum Indicated that teachers' concep-tions of the nature of science play a greater role In plannedimplementation than do those of the ctariculum being imple-mented. These results led to the formation of the hypothesesthat (a) teachers' conceptions of the nature of science play adefinitive role in determining Implementation of sciencecuniculum, and (b) teachers will tend to faithfully implementscience curriculum that they perceive to reflect their own viewof the nature of science.

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PARTNERS IN RESEARCH: TEACHERS, EDUCATIONFOUNDATION CURRICULUM DEVELOPERS, ANDUNIVERSITY RESEARCHERS IDENTIFYING STUDENTOUTCOMES RELATED TO INTEGRATED SCIENCE ANDMATHEMATICS EDUCATIONDonna F. Dalin and Judith A. Mien, The Ohio State Universityand AIMS Education Foundation, Fresno Pacific College

A three-phase research project has been established between TheNational Center for Science Teaching and Learning (NCSTL) and theAIMS Education Foundation. The goal of Phase I is to identify studentoutcomes as perceived by classroom teachers to be related toparticipation in a hands-on, integrated mathematics/science programcalled AIMS, Activities Integrating Math and Science. Data collectionprocedures involved 45 elementary school teachers and approximately1300 students at eight research sites in six states. Teachers identified423 cognitive, 234 affective, and 188 social outcomes. An unexpectedteacher outcome also emerged. Teacher involvement in the researchproject greatly contributed to their own sense of professionalism.Phase II will develop prototypic assessment items for selected highpriority student cognitive, affective, and social outcomes. These itemswill be piloted during Phase EEL The ultimate objective of this three-phase project is to develop an assessment package related to integratedschool mathematics and science.

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ocazaaoltaxxvitliXL&TIONIMIXPS XS SCXENcE ZDUCAriou=FMK XNTWINTIVIN: INSIDE= MON DAWIONZLCZNIDOL NOR SCINNCE VIACHINO AND LEARNING =DINSgp1.rt motional Center for ScienceTeaching and learning

This paper presents insights about collaborativerelationships gleaned from a research programfocused oe a diverse array of science edncatioereform initiatives. The goal of this particularprogram has been two fold: (1) to develop astorehouse of contest -rich care material whichwill provide a deep understanding of thecomplexities associated with educational reformin general and the reform of science education inparticular and (2) to use this diverse casematerial to begin to build a grounded theoryabout science education reform. given theresearch program's focus on reform, it is notsurprising that collaborative relationships haveemerged as significant variables, since mostcontemporary reform efforts at the very least,pay lip service to the importance ofcollaboration This paper moves the disoussioebeyond the level of rhetoric by presenting datalargely qualitative in nature - -about a number ofquite diverse science education' reforminitiatives. These data offer insight about thecosts as well as the benefits of collaboration.They also suggest conditions required to marsS011aboration work.

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S2.06

SCIENCE TEACEING PM.TRERSEIP PROJECT: ZNIOINCINGTEE PROFESSIONAL. STATUS OF TEACHERS1S6chael U. Manner - The Ohio State University, Cohnobas andPhillip Beath - The Ohio State University, Liam the NationalCenter for Science Teaching and Leming

The Science Teaching Partnership Project estabreshes partnershipsbetween teachers and college/university faculty. Towbars are chosenfor this Project competitively on the basis of prop:mak they submit' forthe development of a one to two month science teaching module foruse in their own elm:croons. In addition to the partnerships arrangedwith Ohio State University facuky and researchers, the teachersreceive $1000 for their tTncrnionary ens their school naives anAden-kind $250 for use in science education within the building. Basedon the mall sionpk to date, we conclude initially that middiejunkr-high school teacher' stn carry out their own auricular innovationswithout a prior workshop or an administratively structured schoolenvironment. This in spite of potential barriers within the scisock andextensive eat re work by the teachers who receive no personal linamcialor educational compensation. The analysis of ma ranks to date aimlading= that this program has bad an kunecraste, beneficialprofessional impact on the majority of the teachers involved. We shallpresent the reasons for oar conclusion. and further description of theprogram and of the teachers efforts.

S2.06

PARTNERS IN RESEARCH: TEACHERS AND UNIVERSITYRESEARCHERS COLLABORATING IN CLASSROOM -BASEDRESEARCHArthur L. White and Donna F. Berlin, The Ohio State University

The Academic Challenge Program (ACP) has been implemented forfive years as a collaboration between inservice teachers and The OhioState University at Newark. The focus of this program is actionresearch designed to facilitate the coil, thorative, systematic developmentof research-based, innovative educational practices. Eighty-sevenclassroom teachers completed action research projects involving thedevelopment, implementation, evaluation (using quantitative andJorqualitative research methods), and dissemination of innovativeeducational methods and materials. Data analysis indicates that theattitude and perception mean scores increased substantially from pis-test to post-test as measured by semantic differentials related to botheducational innovations and educational research. Three of the fouryears resulted in significant positive changes in attitudes andperceptions toward educational research. For the year in which nochange was found, the entry level attitude and perception scores werealready at a high level. In summary, the quantitative data analysisindicates that the participants made significant growth. Follow-upqualitative data indicate!: continued professional growth. The teacherparticipants have made presentations, published, assumed leadershiproles, been awarded grants, and completed Master's Programs.

S2.07

Assessing Students' Abilities to Construct and InterpretGraphs:Disparitles Between The Results of Free-response andEmpirically-derived, Multiple -choice InstrumentsCraig A. Berg, The University of Wisconsin- Milwaukee

F!ior research that examined graphing abilities suggests thatclit;ical Interviews and free-response instruments produce verydifferent results than multiple-choice instruments. The purpose ofthis research is to compare subjects' responses on a free-response instrument to subjects' responses on an empirically-derived multiple choice instrument. The five to eight choices onthe multiple- choice instrument came from graphs drawn by 770subjects from prior research on graphing (Berg, 1989; 1992a: &1992b). Chi-square statistical analysis of the 734 seventh throughtwelveth grade subjects showed significantly different responseson the empirically - derived multiple- choice version compared to thefree-response version regarding both the number of correctresponses and the number of "pictures of the event". Subjectsusing the multiple -choice version chose two to three times more"pictures of the event'. Regarding the questions used for thisresearch, multiple-choice instruments are not a valid indicator ofgraphing abilities. Graphing "misconceptions" such as "picture ofthe event" may be more of an affect of the instrument than awidespread misconception.

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THE MISCONCEPTIONS ON ACIDS AND BASES HELD BY5TH AND 6TH GRADERS IN TAIWANHuang, Wanchu, Taipei Municipal Teachers College, Taiwan

The main purpose of this study was to investigate themisconceptions on acid and base using open-ended paper- pencilquestionnaires and interviews. The study found that: 1. thechildren understood the concepts of acids and bases from dailyfoods better, but most children only knew the acidity and basicityby taste, smell or touch. 2. Most of the children thought that anacid and base mixture was neutral; they did not have thequantitative concept of neutralization. 3. Most children did notknow why acidic substances are acidic: only a few childrenthought that there was an acidic element in the acidic substance.4. The children answered less base question items than acidones; they had less conceptions of basicity that conceptions ofacidity. 5. Most children thought the differences between strongacid and weak acid were: (1) the degree of harm to people andobjects. (2) the concentration or amount of water added. 6.Many children thought that nothing remained when the mixtureof acid and base solution was entirely evaporated.

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USING PERFORMANCE ASSESSMENT TO ELICITCOGNITIVE PROCESSESRichard R Sudweeks & Samuel Clay, Brigham YoungUniversity

The purpose of this study was to describe the cognitiveprocesses elicited by a performance assessment, and tocontrast the thinking processes used by knowledgeableversus less knowledgeable students. Both 'concurrentverbalization' and "retrospective verbalization" procedureswere used to collect evidence of the thinking processes usedby subjects while performing tasks excerpted from aperformance test. Subjects were videotaped to record theirovert behaviors as well as their speech. Subjects alsocompleted concept classification and card sorting tasks.The responses of eight undergraduate physics majors werecompared with the responses of eight elementary educationmajors enrolled in a science methods class. The groupsdiffered very little in their ability to identify the "directlyrelated" concepts in the classification task, but the physicsstudents were more adept in identifying unrelated concepts.The physics students were better able to describe the inter-relatedness of the concepts and were more articulate informulating meaningful explanations of the sinking/floatingbehavior. They were also better at explaining what they hadobserved in terms of general prirejples.

S2.09

SCIENCE-TEACHERS AS UNCRITICAL CONSUMERS OF INVALID CONCLUSIONS:LACK OF COMPETENCE OR JUST POOR PERFORVANCE?Ehud Jungwlrth, The Hebrew University, Jerusalem

Science-curricula -- worldwide -- stress the Importance ofdeveloping intellectual skills, In particular critical, analyticalthinking. Such "analytical enquiry-skills" are the backbone oflaboratory-centered curricula, In particular In biology. It hasbeen shown that -- in spite of curricular expectations -- suchskills are rarely sufficiently stressed by teachers. Studies inseveral countries have shown that many teachers do not possessthem thenselves. This paper presents data from Germany, U.S.A.,South Africa and Israel whose common denominator Is, that themajority of science (student-) teachers tested failed to attendspontaneously to the logical structure of given simple situationsi.e. they accepted logical fallacies contained In conclusionsinvalid because of faulty methodology. Many even failed to attendcritically to the logical structure when explicitly directed toevaluate the validity of the given conclusions. The tests -- openand closed formats -- related to Improper a posteriori causalattributions (post-hoc thinking and imonaper sampling procedures)as well as tautological "explanations' Overall -- about one thirdapplied their competence spontaneously -- one third only afterprompting i.e. poor performance -- the rest clearly displayedtheir incompetence In this domain.

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S2.09

IDENTIFICATION OF INFORMED, PARTIALLY INFORMED,MISINFORMED AND UNINFORMED CONCEPTUAL SCIENCEKNOWLEDGE OF RURAL IDAHO ELEMENTARY TEACHERS

Sandra A. Melchert University of South Dakota

The purpose of this study was to determine the level of science knowledgeof rural Idaho teachers using an information referenced assessment and to

compare and contrast the confidence and reliability of that science

knowledge by several demographic variables: grade level, years ofexperience, size of district, and state in which initial certification was

received. Information referenced assessments were designed for theBiological, Earth and Physical Sciences. Response options weredetermined from K-6 (a. 211) student responses to open ended questions.At test questions were cross-referenced to state curriculum objectives. The

assessments were administered to K-8 (n= 84) educators from eight ruralIdaho school districts from the Idaho TRAILS grant. Three 50 itemassessments were designed for the study. Results indicated that

elementary teachers held many of the same misinformed concepts as their

students. Statistical analyses conducted on each of the demographicvariables supported the aim of the study. Regardless of the demographic

variable investigated, two observable trends were noted: 1) the greatestpercentage of informed responses were identified in the Biological Sciencesand the least percentage was in the Physical Sciences; 2) the greatest

percentage of uninformed responses were identified in the Physical

Sciences and the least percentage was in the Biological Sciences.

S2.09

THE CURRENCY OF TEACHERS' SCIENTIFIC KNOWLEDGE:TEACHER DEVELOPMENT CONFRONTING AN EMERGINGPARADOX.Lesley H. Parker John W. Wallace and Helen Wildy, CurtinUniversity of Technology

This research addresses an emerging paradox in teachereducation. On the one hand it is recognized that the bestteachers are those who understand their subject matter well.On the other hand, as knowledge in all areas increasesexponentially, there is less and less likelihood that teachers'subject matter knowledge will be current. The purpose of thisresearch was to analyse a model of professional developmentwhich addressed this paradox. The research focused onscience teachers who participated in a 'training -of- trainers'professional development project. Data were gathered bymeans of questionnaires, interviews and classroomobservation. Analysis of the data indicated that resolution of acontent-pedagogy tension was fundamental to the success ofthe project, and that although the 30 'key teachers whoreceived concentrated, direct exposure to new science contentbenefitted from the project in many ways, the benefits for thebulk of teachers were dependent upon translation of the newscience content into resources which were immediately usefulin the classroom.

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S2.10

PERSONAL REFLECTION ON LEARNING SCIENCETHROUGH GUIDED INQUIRYSandra J. Finley and Frank E. CrawleyScience Education CenterUniversity of Texas at Austin

A longtime community college biology instructor, Sandra wasenrolled in a guided-inquiry physical science course. This studyis a self-reflective inquiry into the process of becoming an activelearner of science. Using a qualitative design, her own learningduring her participation as a student in this physical sciencecourse was analyzed. The objective of the study was tounderstand what it means to actively construct knowledge fromthe point-of-view of the learner. The data source was herdouble-entry journal. The theoretical basis for the study is theconstructivist approach utilizing writing-to-learn and socialconstruction of meaning. The findings are summarized as sixassertions. From these assertions we concluded :fiat there Isinitial discpmfort experienced in the shift from a positivist toconstructivist learning environment, but the change resulted inmore meaningful learning and increased ownership of theoutcomes.

S2.10

THE PROCESS OF CULTURAL CHANGE INFACULTY FROM ARTS & SCIENCES.anny,Lgilmu, Hedy Moscovici, and Lair Hendren,Florida State University

The study is interpretative research anaylzing changesin science faculty who are teaching newinterdisciplinary science courses for prospectiveelementary teachers. We want to learn how Arts andSciences faculty change as they learn how to meet theneeds of prospective teachers in science classes. Thisresearch has involved cooperation and communicationbetween the faculty and graduate students in both theCollege of Education and of Arts and Sciences.Understanding the dynamics in interdepartmentalcooperation together with changes in beliefs in sciencefaculty will lead to better science preparation ofprospective elementary teachers.

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S2.10

EDUCATIONAL REFORM: A NEW CONTEXT

lain Hendren and Dr Nancy Davis, Florida State University

This study is interpretive research analyzing reform inundergraduate education in science for prospectiveteachers in early childhood education and elementaryeducation. Questions of epistemological fit between thestudents views of learning, teaching, and science andthe teachers were studied. The views of GregoryBate son were used to provide a context in which to viewthe classroom.

S2.11

AN ETHNOGRAPHIC ANALYSIS OF VARIABLES RELATED TO ANELEMENTARY SCHOOL SCIENCE TEACHER SUCCESSTien-Ylno Lee, National Taiwan Normal University

The purpose of the study is to understand an elementary schoolteacher's science knowledge and her science teaching. An interpretiveresearch method is adopted A literature major teacher with four yearsteaching experience was selected, observed and video-taped. Theschool's administrators, teacher, and her students were interviewed. Thefindings of the study indicated that there is a consistency between ateacher's beliefs in science and her science teaching. When a teacherfeels uncomfortable with her science knowledge, she will have difficultiesin putting her beliefs into practice. Help from the experienced teachersand administrators are important for a teacher's professionaldevelopment.


52.11

IMPLEMENTING THE ROLE OF FACILITATOR: A CASESTUDY IN ELEMENTARY SCIENCE.Mark D. Guy, The University of North Dakota

The purpose of the study was to describe, analyze, andinterpret how an experienced elementary teacher gavemeaning to a self-determined endeavor to become more of afacilitator during science instruction. The intent of the studywas to document the teachers perceptions of elements orevents that she perceived to make a difference whileimplementing more student-centered instructior:. Qualitativecase study methodology was selected as a means to inquireinto a teachers perspective on a role change process. Datacollection, which consisted primarily of interviews and fieldnotes. occurred for 15 months during one and a half academicyears. The findings revealed that the teacher found it difficultto sustain her desired role change throughout the study. Theteacher perceived numerous personal and contextual elementsthat made a difference for her during the role change process.Some elements were perceived as constraints, others as aids.still others were perceived to both constrain and aid her rolechange endeavor. During the change process some of theteachers perceptions changed while others remained morestable.

S2.11

CHANGING THE EXISTING PRACTICE: A PRESERVICETEACHER'S STORY

Anita- RoychoudhuryMiami UniversityHamilton, Ohio

Within a classroom community the teacher has a major role as she isthe decision maker about what will be ultimately sanctioned forteaching, learning, and socialization. Thus what is taught. how it istaught. and the type of learning culture that develops throughassignments and assessments is shaped by the teacher. Oncecertain frameworks for the interpretation of teaching - learningprecesses have been developed a drastic change may engenderan imbalance in the system. I will describe an action researchproject embedded in the non-traditional science teaching by astudent-teacher in a fifth grade classroom, whereby she learned todevelop a congruence among various facets of classroomprocesses. The implications of the reflective practice at the core ofthis study will also be discussed.

S4.01

DEVELOPMENT AND TESTING OF A MIDDLESCHOOL SCIENCE VISUAL LITERACY SURVEYAtaitell.11411=1. University of Cincinnati

Thirty teachers from a large urban district and five smallruraVsuburban districts have worked for two years todevelop effective multimedia lessons focusing on the useof student visual learning skills to improve scienceachievement. The purpose of this study was to developand test a survey that would enable us to gain insightinto how students perceived the use of images inscience instruction to be useful to them for leafingscience. A 29-item survey was administered to 600urban students. This was refined to 20 questions andadministered to about 1000 students in both the urbanand rural/suburban settings. Results indicated 14% ofthe students strongly preferred working with images ontests. On a set of questions asking how they learnedscience best, by seeing /looking, reading/writing, ordoing, an average of 12% strongly agreed with theseeing/looking and 15% with reading/writing statements.Implications for use of multimedia technology in theclassroom for these strongly visually and verballyoriented learners is discussed.

S4.01

Investigating the nature of formal reasoning InChemistry:Testing Lawson's Multiple Hypothesis Theoryaesilisirman, University of Georgia.

Piagetian measures of formal reasoning have consistentlyshown appreciable correlation with achievements in scienceand other areas. Lawson (1992) posits the multiplehypothesis theory as the core of an empirically-based viewregarding the essence of scientific reasoning. According tothis theory the essence of scientific reasoning is 'the ability toinitiate reasoning with more than one antecedent condition'(p. 965). This study is aimed at testing this theory byanalyzing the responses of high school students andchemistry logic tasks. After determining their Piagetiandevelopmental level, the students were administerd the logictasks. On the aeneral logic tasks the responses of the highschool students followed the same pattern as those of thecollege students in the Lawson (1992) study. Thepercentage of students using the conditional logic patternsuggest that there were more conditional responses onthose tasks where it was more feasible to conceive ofalternate antecedent conditions. The findings in this studyare similar to the findings of the Lawson study and providesfurther empirical evidence that reasoning cannot be viewedas a decontextualised construct.

March 26-29, 1994 SUNDAY, March 27. 1994 -- MORNING

54.01

INFLUENCE OF ENGAGEMENT IN INDIGENOUS TECHNOLOGYACTIVITIES AS PROJECT WORK ON THE ACQUISITION OFSELECTED PROCESS SKILLS IN CHEMISTRYNqozi Osuii University of Nigeria, Nsukka andPeter Okebukola, Lagos State University, Lagos, NIGERIA

This study sought answers to two research questions which focused onthe potency of project work based on the use of indigenous technologyon the development of selected process skills by chemistry students.One hundred and seven senior secondary class two students (eleventhgrade equivalent) were involved in the study in one experimental and acontrol group. Data on process skills were collected using the Test ofScience Process Skills (TSPS). Both groups were pre and posttestedusing TSPS. In between testing sessions, the experimental groupworked in mixed-ability, mixed-sex project teams using indigenoustechnology such as local method of soap making to tackle group tasks.A 3-way ancova showed significant main effects at alpha level .05 andbetter for observation, classification, manipulation, interpretation andexperimentation skills but not for measurement in favor of theexperimantal group and the high ability students. Sex did not emerge asa significant factor. The findings are discussed for improving processskill development of chemistry students and for the delivery of goodquality science education in developing countries.

54.01

MAKING INFERENCES ANO EVALUATING EVIDENCE INPFUCTICAL INVESTIGATIONS.IstatutILEtatutina. Univers ItY c1 SUathclyda, GII*190vf,Scotland.

1000 pupas aged 14 -18 years provided data over a two yearperiod for a study of the Warning and teaching of skills ofhissers and evaluation of evidence. It covered the first twoyears GI a new Scottish biology course with a stated air toemphasis, =rens* process skis. Published mabtriels devisesby the 'pecker as pest of the Techniques forth* Assessmuntof Practical Skills in science (TAPS) research team (Bryce.McCall, MacGregor, Robertson and Wetter; 19118; 1901) wereamong the veJdated assessment mesesiais used. Pupils'difficulties In drawing conclusions, selecting appropriatehypotheses, and maldng deckle:Sons from or MOdinced011e tohypotheses in structured Investigatiorni wars identified andcategorised and the relstionshlp of afilcukise b coast* andcontext were explored. Evident* that sigsillicant percentagesof pupils made theory-based as opposed to wfdaste basedresports was adduced. Abney to iambi:to and lasthypotheses and evaluate findings of Individual, sisii-directed,open-ended practical Investigations was alma assessed.Strategies which were or might be adapted by teachers for thedevelopment of science grooms sidle were eVaimaKi.

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S4.01

PRAGMATIC SCHEMAS AND CONDITIONAL REASONING INTWELFTH-GRADE STUDENTSValanides Nicolaos University of Cyprus

The pattern of reasoning required to solve the Wason's four-cardproblem (selection problem) generated interest because of its relation toscientific reasoning and to aspects of Piaget's theory. Content andcontext effects were however found to enhance or inhibit performanceon selection problems and the Piagetian approach to this topic has morerecently bean challenged by findings that are more readily explained interms of the concept of pragmatic reasoning schemes. The pragmaticreasoning hypothesis was contrasted with Piaget's theory using twelfth-grade students who were grouped into stages of cognitive developmentbased on their performance on a standard test of logical thinking.Nineteen subjects from each stage of cognitive development wererandomly assigned to no training, formal, or pragmatic training. Thesubjects were posttested using selection problems involving arbitrary andpermission-like (thematic or abstract) conditional rules. Performance wassignificantly better for subjects at higher stages of cognitive developmentand for permission problems. The main effect related to training was notsignificant, but there was an interaction effect between training and stageof development. The interaction effects between either training stage orstage of development and type of problem were also significant.Implications of results are forwarded and discussed.

54.02

FLECTRONIC DIALOGUE AND SCIENCE KNOWLEDGEINTEGRATIONNancy B. Sorer, University of Colorado, Boulder; William Barowy andDenis Newman, Bolt Beranek and Newman Inc., Bay Saferstein,University of California, San Diego;Marcia Linn, University of California,BeritrAey; and William Kyle, Purdue University

Featuring an interactive technologically-rich format, this symposiumcontrasts three projects that employ electronic communication strategies inunique ways to foster scientific knowledge integration. To clarifydifferences and identify commonalties each project will address three mainthemes. First, the conceptual frameworks guiding each of these projectswill be contrasted. All three projects are committed to actively engagingstudents in analyzing and explaining scientific phenomenon and inconceptualizing, revising, and reconceptuali7ing scientific events. Second,the forms of electronic communication that characterize student activitieswill be contrasted. Third, each of the projects will examine how studentsintegrate. Each group will illustrate the kinds of interactions that studentscarry out using electronic communication and characterize the course ofknowledge development that this form of communication supports. Therevive advantages of synchronous and asynchronous electroniccommunication, as well as the special contributions of communicationwithin a school site and between school sites will be considered. Inaddition, communication between students and those viewed as authoritiesincluding teachers and text materials provided by experts, will beconsidered. Finally, each participant in this symposium will comment onhow the conceptual framework, electronic communication environment,and course of student knowledge integration drive project activities.

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S4.03

THE EFFECT OF SCHOOL AND DEPARTMENTAL VARIABLESON THE IMPLEMENTATION OF A SCIENCE TEACHINGINNOVATION: COMMUNICATION.Philip Adev King's College, London University

A total of 110 teachers from 13 schools participated in a two yearstaff development program which introduced the theory andmethods of Cognitive Acceleration through Science Education(CASE). Interviews with a 44% sample of these teachers provided ameasure of the extent to which they were using or adapting theCASE innovation. Data obtained from a questionnaire yieldedmeasures of inter alia, teacher' sense of ownership of the projectand the extent to which they communicated with one another aboutthe project within the school. A very strong relationship was foundbetween schools' levels of use of the innovation, and communicationmeasures. Implications are drawn concerning factors which areinfluential in making staff development work.

S4.03

BARRIERS TO TEACHERS' RECONSTRUCTION OFTHEIR ASSESSMENT PRACTICELeonie J. Rennie and Lesley H. Parker, Curtin University ofTechnology

This study monitored teachers' reconstruction of theirassessment practice in association with a curriculum reformaiming to provide a more contextually-based approach to theteaching and learning of physics in the 11th and 12thgrades in Western Australia. Data were collected in threestages from representative samples of 20 teachers byexamining teachers' 'marks' books' and using surveys andinterviews teachers' experiences and their decision makingin relation to assessment. Teachers' assessment practiceduring the 1992 academic year showed they gave 80%weighting to test and examination performance, and thebalance to assignments and laboratory work. There washeavy emphasis on calculations. With the new curriculum,however, there was a shift in emphasis, to more written andproject work with fewer calculations. Actual change inpractice was associated with teachers' degree ofcommitment to the goals of the new curriculum, and theirdesire to be consistent with the assessment tasks on the-high- stakes' externally administered Tertiary EntranceExamination.

S4.03

TURNING TO THE FACE OF SCIENCE THAT DOES NOT YETKNOW: A PERSONAL CONSTRUCTANALYSIS OF CHANGESIN STUDENT TEACHER THINKING ABOUT THE NATUREOF SCIENCE FOLLOWING WORK IN INDEPENDENTINVESTIGATIONS

Bonnie L. Shapiro, The University of Calgary Calgary, Alberta

The last half century one of the most important goals in scienceeducation has been the development of students' understanding of thenature of science. Despite this, research continues to show that, fora variety of reasons, many students and teachers hold views about thenature of knowledge acquisition which are absolutist or build on aposition of naive realism. This paper presents an approach to thestudy of change in student teachers' ideas about the nature ofknowledge acquisition in science. During a pre-service course incurriculum and instruction in elementary science, students wereassigned the task of designing independent investigations. Ideasabout the nature of knowledge acquisition were documented prior to,during, and following involvement in the assignment. Students wereshown the documented changes which occurred in their personalideas. In reflective interviews they were invited to comment on theirparticipation in the investigations and to describe specific features ofthe experience which contributed to changes in their ideas about theconduct of investigations in science.

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S4.05

THE CONCEPTUAL ECOLOGY OF STUDENTS SCIENTIFIC ANDRELIGIOUS BELIUSTodd Alexander and Wolff-Michael Roth, Simon Fraser University

The present case study of students' scientific and religiousbeliefs was situated in the context of a two-year physics programin which we, the authors, were teacher and student respectively.We engaged in this study for two major reasons. First, webelieved that it would help us in understanding the complexecology of high school students' beliefs and how to deal withtheir conflicting scientific and religious dimensions of thesebeliefs. Second, in the process of coming to understand thedata from various data sources, we developed the construct ofinterpretive repertoires which allowed us to interpret thevariations within and across accounts of individuals' beliefs. Thisconstruct allowed us to explain not only students belief systemsbut also those of scientists and and evolutionists. We situatedour inquiry in an interdisciplinary matrix by drawing on resourcesbeyond the area of science education, including the literature inscience, philosophy, theology, sociology, communicationstheory, social psychology, political science, and original courtdecisions.

S4.05

Hearts and Minds In the Science Classroom: TheEducation of a Confirmed EvolutionistDavid F. Jackson, Elizabeth C. Doster, Teresa Wood.University of Georgia, and Lee Meadows, University ofAlabama at Birmingham

This study examines the intellectual and emotionalviewpoints of scientists, science teachers, and prospectivescience teachers in the southern United States who havemanaged, in various ways, to reconcile their conservative orfundamentalist Christian religious beliefs with the idea ofbiological evolution. We take the theoretical position that thegap between the philosophical and experientialbackgrounds of superficially similar people can sometimes beso pronounced on a regional or local basis as to constitute amulticultural issue in education. Through commentary ontranscripts of discussions and interviews, a heuristic inquiryprocess is traceo from the point of view of a science educatorwith a Northern secular humanist background who comes tobetter understand and appreciate a major aspect of Southernreligious culture which has a major bearing on scienceeducation in the region. We conclude that only at their ownperil may science teachers and educators make decisionsbased on stereotypes and prejudices, ignore the threatsthey may pose to students' self-esteem, or deny the de factoconnection of some scientific ideas to the morality, attitudes,and values of students.

S4.05

WAYS OF KNOWING AMONG COLLEGE NONSCIENCEMAJORS: A WORLD-VIEW INVESTIGATION.Lamolazzjigr, Hanover College

This study determined (a) presuppositional ways of knowing, (b)the compatibility of these ways with scientific interpretations ofphenomena, and (c) sociocultural influences on the students'knowing. This research is based on Cobem's synthesis of (a)Keamey's world-view model, (b) Arendt's distinction betweenthinking and knowing, and (c) Solomon's theory of socialconstruction of school science. The paradigm is modifiednaturalistic, interpretive, and qualitative, consistent with Lincolnand Guba's guidelines and Cobern's synthesized concept ofcontextual constructivism. Interview data were processed usingGlaser and Strauss' constant comparative method of inductiveanalysis and confirmation rules developed by the researcher.Selected results were displayed in graphic form and confirmedwith the students. The most common ways of knowing areauthority, facts/proof, prior knowledge, experience,reasonableness, testing, evidence, trust, and understanding;and these involve relationships of contradiction, complementarity,and integration. The students' attributions of causality comprisetwo basic categories: effective power and conscious design orpurpose. These ways of knowing in general are only moderatelycompatible with one common understanding of the nature ofscience. The strongest sociocultural influences are parents,associates, teachers, and background.

S4.06

STUDENTS FACILITATING CONCEPTUAL CHANGE/ THEUSE OF FOCUS GROUPS IN BIOLOGY CURRICULUMDEVELOPMENT.ileAneraAjarams and James H. Wandersee, Louisiana StateUniversity

Research has shown that most students graduate from highschool without a fundamental understanding of photosynthesis orthe importance of photosynthetic organisms in food webs. Inresponse, we decided to develop a video about photosynthesisbased on the conceptual change theory of learning, whichfocuses on the learner. Traditionally students are not involved inany phase of curriculum development, however, we wanted toinclude the use of student focus groups into the video scriptdevelopment. We thought students could suggest the mosteffective set of examples and nonexamples to bridge the gapbetween what they knew to the new knowledge aboutphotosynthesis. The original script, reviewed by two botanyspecialists and two high school biology teachers, included bothexamples and nonexamples, with some of the nonexamplesaddressing common alternative conceptions. Two student focusgroups met with a moderator for one week to review the script.Their script annotations and the resulting audio-tapedtranscriptions provided a view of how students think and talkabout photosynthesis. Implications of using students focusgroups in education settings are discussed.

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S4.06

EFFECTS OF A NEW CONSTRUCTIVIST-BASED MIDDLESCHOOL SCIENCE CURRICULUM ON STUDENT ATTITUDESTOWARD SCIENCERandall K Backe Biological Sciences Curriculum Study, andEmmett L Wright, Kansas State University

The purpose of this study was to investigate whether a newconstructivist-based SiT/S middle school curriculum couldinfluence change in students' attitudes toward science. Theuse of a field-test edition of the new curriculum served as theintervention for the three treatment group schools during oneacademic year. The three control group schools employedmore traditional curricula Results from the quantitative portionof the study suggested that both the treatment and controlgroups experienced a general decline in attitudes towardscience during the school year. Despite this general decline,students in the treatment group found the new curriculummore fun as the year progressed and they also felt betterequipped than the control group to do well in college science.Findings from the qualitative portion of the study, however,suggested that students and teachers preferred certainelements of the new curriculum, such as cooperative grouplearning and the activity-oriented approaches. The qualitativefindings also suggested that the process of field-testing itselfmay have been a confounding factor which obscured thepositive potential of the new curriculum.

S4.06

EVALUATING INSTRUCTION IN TWO DIFFERENTINTRODUCTORY CHEMISTRY COURSES: WHAT WE KNOWAND WHAT WE DON'T.anon P. Coppola and Oksana lAalanchuk, The University ofMichigan

In 1989, The University of Michigan implemented acomprehensive change in its undergraduate chemistrycurriculum. We have revisited the fundamental questions ofcontent, method, and instructional goals in the context of anaudience with such diverse needs as first-year college studentsbring to the 500-seat classroom. The result of this thinkingbegins with a new sequence called Structure and Reactivity.Rather than relying on accumulating factual content in order toachieve conceptual understanding, instruction centers on the'how' and the 'why' of scientific inquiry, along with explicitinstruction on how we transform information into meaning. In thissession, we will present three discrete aspects of this newprogram as a framework for curriculum design. First, we willreview the underlying philosophical context for these courses.Second, we will look at specific methods that supportmetacurricular, or imbedded 'learning how to learn' instruction.Third, we will demonstrate how collaborations with education andcognitive scientists help inform us about cunicular design.

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S4.06

CURRICULUM, TEACHING, AND STUDENTS' LEARNING:OBSERVATIONS OF THIRD-GRADE SCIENCE CLASSES.Chao -Ti Hsiung, National Taipei Teachers Cape, Taiwan

The purpose of this study was to investigate the relationships amongnational science curriculum materials of the Republic of China, twoelementary teachers' teaching, and third-grade students' learning. Theunits being examined dealt with 'plants' and 'fishes, birds, andmammals." The study was based on Habermas' emancipatoryknowledge-constitutive interest theory and Vygotsky's concept ofmeditation in teaching theory. The intent was to investigate the soci-zicontext in an elementary science classroom. The study was held at anelementary school in Taipei City from September, 1991 to March, 1992.The participants of the study included three observers from a TeachersCollege, two elementary teachers (Ms. Wang and Ms. Lin), and an intactclass of forty-seven third-grade students. The data sources of thepresent study included: fieldnotes, videotape transcripts of classroomobservations; teacher and student interviews; and curriculum materialssuch as the teacher's guide, students' workbooks and worksheets.Results showed that the power of the national science materials(teacher's guide) affected their decision and implementation of scienceteaching. Moreover, the controlling cla,sroom learned by Ms. Wang andMs. Lin was described by the excepted data. The comparison of the twoteaching styles illustrated how teachers mediated students to learnscience concepts. The results of the study implicate that it is importantfor science educators to consider the relationship among curriculumteaching, and learning based on two perspectives: Habermas'emancipatory interest and Vygotsky's concept of meditation in teaching.

S4.07

PORTFOLIO ASSESSMENT IN A CHEMISTRY CLASSROOMSusan M. Rutherford High School

In the course of this study, one-hundred high school chemistrystudents kept a portfolio of work done in the chemistry class.The portfolio consisted of two main parts. In the first section.the students accumulated "proofs" of acquired skills or know-ledge. A journal in which the students reflected on theirlearning in the chemistry class constituted the secondportion of the portfolio. At the end of the year, the portfolioswere analyzed in order to answer the question: 'Can portfoliosbe used in a Chemistry I Honors classroom to increase studentinvolvement in and understanding of their own learning, aswell as increase student involvement In the administration of theclass?' This study discusses the findings on each of thesepoints, as well as covering the methodology for implementingthe portfolio assessment, and detailing problems encounteredthroughout the year. Results showed that a portfolio cansubstantially Increase communication between students andteachers, leading to speedy implementation of administrative and/or procedural changes. The portfolio also dramatically enhancedstudents' participation in their own learning, leading todevelopment of higher order thinking skills such as analysis.synthesis, and evaluation.

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S4.07

THEMES, INQUIRY AND COLLABORATION IN COLLEGEINTRODUCTORY BIOLOGY LABORATORY.E. E. Harding and Marilyn Key, California State University, Fresnoand Cathy Loving, Texas A&M

In a thematic approach to introductory biology laboratory forstudents with diverse preparations and abilities, a series ofmodules was presented. Each centered on a single theme orconcept. Within each module, students were allowed to selectthe laboratory activities they performed. The activities,heterogeneous in level and content, generally emphasizedinquiry. Student-originated experimentation was supported andrewarded. Students were assigned to groups, and groupassessment was used to reward collaborative efforts. Todetermine the effectiveness of the approach and to guideimprovements, several assessment instruments were used,including a course evaluation survey that students completedatter the first module and at the end of the semester. Twocohorts of students have completed the course. Students'concerns about their partners' effects on their grades werelargely relieved by mastery grading of laboratory reports. Groupassessment motivated students to work harder. Studentspreferred selecting their own activities to working in unison withthe rest of the class. Over half of the students felt comfortabledesigning their own experiments; 59% said that the opportunityto do so was important to them. Independent exploration helpedthem understand concepts and made them "feel like a scientistrather than just a student."

S4.07

DESIGNING ALTERNATIVE ASSESSMENTS FOR AYEAR-LONG GARBAGE/ECO-SYSTEM UNIT: WHAT ITPORTENDS FOR THE EDUCATIONAL RESEARCHER

Julie A. , University of DelawareJean Leach, West Park Place Elementary SchoolShaunna Griffin, University of Delaware

The purpose of this case study was to investigate theresults both for students and the teacher in expandingan existing third grade conceptual change garbage/eco-system unit from one month to a full year, and to describethe transition from a research-based clinical interview to ateacher-based alternative form of assessment all withinthe larger context of the state's standards-based reformeffort. The results indicated that the transition wassuccessful, that the expansion of the unit increasedstudents' knowledge of decomposition, and thatalternative forms of assessment proved invaluable forplanning instruction. In addition, the results provokednew questions about the structure and benefit ofassessments while signalling a fundamental shift from aresearcher's to a teachers agenda.

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S4.08

INVESTIGACION EN EL SISTEMA EDUCAT1VO TECNICO ENLOS PAISES INTEGRANTES DEL MERCOSURJorge Bueno, Nel ly Diaz, y Nancy Pere, Ministerio de Educationy Culture del Uruguay, Uruguay

En la epoca de Ia ciencia y la tecnica, la formaci6 1 y eclucaciOnconstituyen, tante pars el individuo come para la sociedad en suconjunto, una importante inversion para el future. Este es elpunto de particle de la politica educational tecnica y de todas lasmedidas pedag6gicas que tienen Ia conviction de que con elk)se crean condiciones favorables para el desarrollo fibre,multifacetico y armOnice de todos los hombres, exigiendolas almismo tiempo imperiosamente para su propio desarrollo.formacion y educaci6n deben preparar a Ia juventud para que.promueva activamente los procesos sociales y coopere de formaresponsable y caeca en las distintas formes de la democracia,realizandose a si misma a Imes de ello.

S4.08

GERENCIA DE INVESTIGACION PARA LAS UNIVERSIDADESPERUANASEsteban Castellanos, Universidad Cato lice del Pere, Perti

La aplicaci6n de clefts principles de gerencia de investigaciOna Ia formacion de nticleos universitarios, que reemplacen ocomplementen los Institutes estatales desaparecidos o conescasos recursos econemicos en el Pere tiene una importanciasignificative en el desarrollo del pals y la enserianza de lasciencias exactas y naturales. Las universidades peruanas tienenat desaffo de lograr la recuperation de la investigacian en elPerri comp consecuencia de un deasarrollo autosostenido de Iaensenanza de las ciencias exactas y naturales. Como soportese cuenta con Ia mayor comunicaciOn y relaciones coninvestigadores peruanos en at exterior, la colaboracienintemacional y el desarrollo de los programas de postgrado. Porotro lado existen problemas econdmicos, poco interes y recursosde las industries en un trabajo conjunto con las Universidades yfake de personal especializado.

7.1


S4.08

MEMORIA BILINGUE: ESTRUCTURA vs. PROCESOSMENTALESRoberto Heredia. University of California, Santa Cruz, U.S.A

Este estudio investige la organizaciOn de Ia memoria en sujetosbilingOes. Anteriormente, se crefa que las personas bilingOesorganizaban sus dos idiomas bajo un sistema linguistico en elcual ambos Ienguajes eran almacenados en una sole memoria,o dos memories totaimente diferentes, una pare cada lenguaje.Sin embargo, actualmente se ha demostrado que no esnecesario presuponer estructuras de almacenamiento. ya quetales hipotesis que enfatizan estructuras mentales no toman encuenta diferentes tipos de procesos mentales, tales COMO, a)procesos conceptuales, y b) procesos perceptuales. La presenteinvestigation reporta resultados experimentales que demuestranlo importante de tomar en cuenta el tipo de instrumento (variableexperimental), y el tipo de procesos mentales en cualquier tipode generalizacien acerca del almacenamiento de is memoriabiling0e.

S4.08

ESTUDIANTES DE NUEVO INGRESO A LA CARRERA DEBIOLOGO MARINO EN LA UNIVERSIDAD AUTONOMA DEBAJA CALIFORNIA SUR, MEXICOC. J. Villavicencio Garavzar, v Marfa del Carmen v G6mez delPrado Rosas, Universidad Aut6noma de Baja California Sur,Mexico

Ingresan dos generaciones por ano a la carrera de BlelogoMarino, una en enero y otra en julio, con caractersticasdiferentes entre si; hay mayor demanda de ingreso de alumnosen Julio (en 1993 hubo 14 solicitudes en enero y 44 en Julio), suedad promodio es manor (2.3 altos) y obtienen calificaciOnpromedio ligeramente mas alta en el examen de selection (3.5centesimas) que los que ingresan enenero; sin embargo, no seobserve una diferencia en el patr6n de calificaciones por area ceconocimiento, on ambas generaciones se tienen notes mss altasen Biologic y Geologic, mss bajas en Fisica y Matematicas yregulares en Quirnica y conocimientos generales. En los ultimosaltos se ha observed° una disminucion en Ia demanda deIngres°, lo cual se relaclona con los problemas econdmicos delpats, ya que anterionnente Ia principal demanda de Ia carreraera por estudiantes del contra del pais, on la actualidad loconstituyen los alumnos del estado.

S4.09

UNDERSTANDING GENERATIVE LEARNING MODELS OFINSTRUCTION BY ELEMENTARY TEACHERS TRAINED IN ALINEAR INSTRUCTIONAL PROCESSLawrence B. Washington State University

Generative learning models of teaching articulate the kind ofinstruction envisioned for systemic reform in mathematics and scienceeducation. However, they have not enjoyed as wide an acceptance inthe educational community as more linear models of instruction. Thisstudy examines planning activities of the 18 teachers in oneelementary school where the student population is 77% minority andwhere the principal Is a strong instructional leader prescribing a linear,instructional process model. The teachers were engaged indesigning integrated math and science units using a generativelearning model of Instruction. Tape recordings from planningsessions, teacher notes, draft and finished unit plans, and researcherfield notes were systematically examined as texts of socially sharedcognitive activity to determine understandings of the generativelearning model presented. The analysis showed Increasedarticulation of significant educational issues but also revealedconflicting relationships, for instance, between the function ofinstluctional objectives and activities. Implications for systemicchange in elementary science and mathematics education arediscussed.

32

S4.09

A SURVEY OF INTERACTIVE VIDEO USE IN SCIENCETEACHER EDUCATION IN OHIODavid D. Kumar, Florida Atlantic UniversityStanley L. Helgeson and Deborah C. Fulton,NCSTL, The Ohio State University

Preservice science teacher education programs in Ohio (n=47)were surveyed to determine the status of interactive videodisc (IVD)use. Among other things, it was found that 14 institutions werecurrently using IVDs and 4 were implementing them. Most of theIVD use was with undergraduate elementary education majors.Average class size was 23 students with an average age of 26 years,and a female to male ratio of about 7 to 3. The major instructionalpurpose of IVD use was for teaching instructional strategies withteaching content second. Most IVD use was as part of methodsclasses followed by separate classes (computer based tools,astronomy/physics, instructional media). Most of the IVDs werepurchased from vendors; a smaller proportion were customdeveloped. Lack of finances and equipment were the predominantreasons reported for not using IVDs, followed by lack of interest,time, knowledge, and familiarity. No studies of outcomes werereported for IVD use, evidence of the need tor research regardingthe effectiveness of interactive videodisc technology.

BEST COPY AVAILABLE


S4.09

DEVELOPMENT AND IMPLEMENTATION OFVISUAL/SPATIAL SCIENCE ACTIVITIES.Alan,LItirsannacs and Cheryl L Mason,San Diego StateUniversity

VisuaVSpatial Thinking (VST) involves purposeful use of themind's eye to develop mental pictures or images. This studyculminates Phase 1 of Project VISTA - a research/curriculumdevelopment project involving classroom teachers, scientists,science educators, and cognitive psychologists in developmentand classroom implementation of science activities intended toenhance VST. Eighteen K-8 teachers participated in a VSTScience Activities Development Institute. A battery of Liken-style and structured observational measures were employed tocollect data , and statistical and naturalistic analysis techniquesrevealed positive attitudinal changes and enhancement ofteachers'abilities both to develop and implement spatially-oriented.science activities. Subsequent phases of ProjectVISTA will measure the effects on K-8 children of a year-longsequence of VST activities blended into their classroom scienceprograms.

S4.09

"GALILEO REVISITED': CASE STUDIES AND THEPROFESSIONAL DEVELOPMENT OF SCIENCETEACHERSJohn Wallace, SMEC, Curtin University of Technology andWilliam Louden, Edith Cowan University

This study examines the potential of case methodologies forthe professional development of science teachers.Teachers were asked to prepare a brief case study or storyof their own teaching. In order to focus on their reflection onthe cases, teachers were asked to collect a set of writtencommentaries, one by a beginning teacher, another by anexperienced teacher and a third by the teacher him/herseH.Generally, the teachers found the writing of the cases to bea useful way of confronting problems or celebratingsuccesses in teaching. The standard of the commentariestended to be disappointing the best commentaries werereceived from the more experienced teachers. Finally thequality of collegial relations between the teacher and thecommentator often determined whether this kind ofreflection could enable wider possibilities for professionaldeveloper nt.

33

S4.10

PREDICTORS OF SCIENCE FAIR PARTICIPATION USING

THE THEORY OF PLANNED BEHAVIORChadeneilirdzemjek and Andrew T. Lumpe, The Universityof Toledo

The purpose of this study was to use The Theory of PlannedBehavior (TPB) to examine factors that predict secondarystudents' attitude toward behavior (participating in a districtscience fair competition) zubiacilyrasum (who wouldapprove or disapprove), and perceived behavioral control(over participating in the science fair). Factors used topredict these included gender, type of school (public orprivate), grade level, GPA, participation in a gifted class,participation in a research course, requirement to complete ascience fair project, and level of anxiety about completing ascience fair project. 455 participants completed a standardTPB questionnaire and the State-Trait Anxiety Indicator.Multiple regression models found that grade level, GPA,being required to complete a science fair project, and level ofanxiety toward completing a science fair project werepredictors of attitude toward the behavior. No variablespredicted subjective norm. A discriminant function analysisfound that grade level, science fair project counting as acourse grade, ABI, school type, participation a gifted course,and participation in a research course were the strongestpredictors of perceived behavioral control.

S4.10

DO SCIENCE TEACHERS INTEND TO ENGAGE INCOLLABORATIVE REFLECTIVE PRACTICE?Shireen J.M. DeSouza. Georgia Southwestern College, Americus,Georgia

This study was designed to determine science teachers' intentions toengage in collaborative reflective behaviors. Three behaviorscharacteristic of collaborative reflective practice were identified: 1) scienceteachers collaborating with their colleagues to inquire into the needs andabilities of their students, 2) science teachers providing instruction forstudents from diverse backgrounds after reflection and feedback from theircolleagues. 3) science teachers having their teaching performance evaluatedby their colleagues. Two hundred and eighty five science teachers fromelementary, junior high, and secondary schools in the State of Ohioparticipated in the study. Science teachers' beliefs about engaging inreflective practice were elicited. The Collaborative ReflectiveQuestionnaires A. B, and C were developed from these elicitation. Thequestionnaires measured science teachers intentions, attitude towardbehavior, subject norm, and perceived behavioral control of the threecollaborative reflective behaviors. The data was analyzed using Pearson'sproduct correlations, simple and multiple regression equations andanalysis of variance. Science teachers' attitude, subjective norm andperceived control of reflective behaviors could predict their intentions toengage in a specific behavior.

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S4.10

THE DETERMINANTS OF CHEMISTRY STUDENTS'INTENTIONS TO MAJOR IN SCIENCE: A LISREL MODELUSING PIZEN'S THEORY OF PLANNED BEHAVIOR.Lee Meadows. The University of Alabama at Birmingham; J.Steve Oliver and Thomas R. Kobe ila, Jr., The University ofGeorgia

The determinants of students' intentions about continuing ascience or science-related major were analyzed using Ajzen'stheory of planned behavior and structural equation modelingwith LISREL. The population under study was students takinga general chemistry course required for science or science-related majors at a major research university in thesoutheastern United States. Close-ended questionnaireswere administered to 598 students in their last week of a two-quarter sequence, and student responses were used togenerate a structural equation model of the students'intentions about their majors. Students' personal attitudeswere found to be the only significant determinants of intention.Subiective norm, perceived behavioral control, and beliefswere cot found to contribute significantly to intention.

S4.10

TEACHERS' INTENTIONS TO USE AND THEIR ACTUAL USEOF MICROCOMPUTER SCIENCE LABORATORY INTERFACEMATERIALS IN SCIENCE EDUCATIONBruce G. Edinboro University, Pennsylvania; Frank E.Crawley, University of Texas at Austin; and Robert L. Shrigley,Pennsylvania State University.

This investigation examined the beliefs, intentions, and behaviorof science teachers following inservice training, regarding theimplementation of an educational innovation. Science teacherswere trained to use microcomputer science laboratory interfacing(MSLI) materials in their classes. Using the theory of plannedbehavior to guide the study, we explored three key connections:1) the link between materials use and teachers' intentions to doso after training, 2) the link between teachers' intentions andtheir attitude, social support, and sense of control regardingmaterials use, and 3) specific beliefs that teachers held aboutMSLI materials use. We found that teachers committed to usingthe materials did so. Commitment was traced to teachers'personal attitude toward materials use and their control over theimplementation decision. Of primary importance were teachers'beliefs that students would become involved, learn science in anintegrated fashion, and learn less discipline-specific content.Teachers also reported that they needed time to practice and towork the materials into their curriculum.

34

S4.1 1

APPROPRIATING SCIENTIFIC DISCOURSE IN A SIXTHGRADE CLASSROOM: THE CASE OF JUAN. DavidHolland and Charles W. Anderson. Michigan StateUniversity, and Annemarie S. Palincsar, University ofMichigan

This study analyzes how the members of one small groupnegotiated understanding and role relationships whileworking on a complex scientific problem: using molecularmodels to explain a demonstration that includedevaporation and condensation. Juan, a Latino boy, wasfascinated by the molecular models, staying after school towork with them. As a result of a series of episodes invol-ving Juan, his teacher, and other members of the group,however, Juan's role in the group was ultimately limited tomaking the models themselves, while a more academicallysuccessful student developed the explanations that usedthem. This paper points out both the promise and thedifficulty of having students work together on 'authentic'scientific problems. When the problems are truly complexenough to be challenging, members of student groups (likeadults) often find it difficult to negotiate productive roles thatinvolve all the members of the group in understanding andusing scientific principles. This study helps us to analyzethe nature of the challenges that we face and begindeveloping appropriate instructional responses.

S4.1 1

POWER, STATUS, AND PERSONAL IDENTITY IN SMALLGROUP PROBLEM SOLVINGGwen M. Kollar and Charles W. Anderson, Michigan StateUniversity, Annemarie S. Palincsar, University of Michigan

This study describes a group of students who workedtogether on a problem designed to promote engagementand understanding in a middle school science classroom.The degree to which those outcomes were achieveddepended on many factors, especially the personalhistories and interactions among the group members. Twoparticular days were targeted, transcribed, and analyzed tohelp us understand the students' interactions. We focusedon the manner and degree of engagement for each student,and on the needs or agendas that seemed to motivatestudents. These personal agendas and the students'personal histories influenced their status and power withinthe group and the roles that they played in group activities.In this group all students were able to develop scientificunderstandings of the problem. The question remainswhether working collaboratively helped the lower-statusstudents create understandings richer than those created Inmore traditional classrooms.

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S4.11

STUDENT ENGAGEMENT IN SCIENCE COLLABORATIVE GROUPS.Lori A Kurth and Charles W. Anderson. Michigan Stateuniversity: Annemarie S. Palincsar. University of Michigan

This study examines in detail the dynamics of acollaborative group of four sixth grade students workingon a beginning liquid density unit. In particular, theeffects of student interactions on individual engagementwithin the community setting were investigated. The timeperiod involved a ten day unit in which the group understudy was videotaped daily with the use of deskmicrophones to closely track their conversations. Theanalysis focused on the engagement of one student. anAfrican American girl, whose efforts to interact with therest of the group were often unsuccessful. Differences in

conversational patterns between the focus student and tnewhite memoers of the group appeared to cause confusion andfrustration. In addition, dissimilarities in race, statusand style created tensions and misunderstanding as thegroup members worked together. The teacher's interventionhelpea to avoid conflicts but did not resolve theunderlying difficulties associated with differeices inconversational style and approach to science. Since manyeaucators oelieve that stuaent construction of scientificknowledge is best generated in a collaborative groupsetting, the ability of individual students to engage ina group learning environment must be assessed.

S4.12

EXPLORING CHEMISTRY TEACHERS' BELIEFS ABOUTSTUDENTS' LEARNING PROCESSESRobert E. Holing, Patricia K. Freitag, and Lyman L. Lyons,WCERThe purpose of this research was to (a) describe highschool chemistry teachers' beliefs about students'learning processes and (b) illustrate how teachers'reflective analysis of researchers' interpretations increasesthe validity of assertions while revealing additionaldimensions of underlying beliefs. Four experiencedteachers were observed and interviewed about theirteaching of stoichiometry, atomic structure, and acids andbases. Knowledge-in-action descriptions were developedfrom observations, interpretive field notes, and interviewdata, after which each teacher read and discussed theanalysis in an interview. For two teachers, thecoherence between thoughts and practices was evidentand supported in their analyses. Congruence betweenanalyses and action was much lower for the otherteachers and was accounted for in unique ways. All fourteachers used similar language to discuss students'learning processes, however the meaning associated withthe language was unique to the individual.

S4.12

WHEN WORLD VIEWS COLLIDE: CONFLICTING BELIEFS ABOUTASSESSMENT IN AN INTERDEPARTMENTAL EFFORT TODEVELOP A BIOLOGY COURSE FOR PROSPECTIVEELEMENTARY TEACHERSSusan A. Mattson, Florida State University

_interdepartmental efforts to redesign science courses forprospective teachers are relatively rare. Persistent administrative andsocial barriers have limited communication, cooperation, and eventolerance among members of different disciplines. For this reason.the social process of "crossing disciplinary boundaries" to collaborateon course development becomes an interesting phenomenon initself. This research involves a case study of an interdepartmentaleffort to develop a biology course for prospective elementaryteachers and focuses on the issue of assessment. Two conflictingclusters of beliefs about assessment emerged with regard to itsappropriate nature, purpose, locus of control, and degree ofintegration into learning activities. Although the course wasintended to reflect the goals of reform in science education.traditional beliefs and resulting actions dominated how assessmentwas ultimately implemented. The implications of this for theprospective teachers involved and science education as a whole arediscussed. The seemingly inherent problems of collaborationbetween faculty in Colleges of Arts and Sciences and Education andtheir potential solutions are also considered.

35

S4.12

SCIENCE MIDDLE SCHOOL TEACHERS GENDER RELATEDBELIEFS, AND THE ACHIEVEMENT OF THECOMPREHENSIVE PLAN GOALS IN FLORIDALi lia Reves-Herrera Florida State University, Univ. PedagdgicaNal. Colombia., Alejandro Gal lard and Scott Robinson, FloridaState University.

The purpose of this paper is to identify the importance teachersassign to certain issues that could influence the way they teach.This study is part of a larger effort of evaluating theimplementation of Florida's Comprehensive Plan in regards toMiddle School Science Education.The "Mann- Whitney" test wasused to assist us in making generalizations about female andmale teachers with respect to some issues that contribute to theenhancement of the goals of the cor iprehensive plan. Fourfindings are of special interest, these include: 1. -Femaleteachers believe that working in cooperative groups is moreimportant than male teachers. 2. -Female teachers believed thatstudent discussions were more important than male teachers. 3.-Male teachers are more likely than female teachers to integratescience lessons into other areas of the curriculum. 4. -Maleteachers used manipulatives more often than female teachers.The way teachers perceive their role working with their studentshas profound implications in her-his decision making process intha classroom.

78


S4.12PATTERNS OF TEACHER PRACTICES, BELIEFSAND NEEDS: SOCIO-ECONOMIC FACTORS ANDSCIENCE INSTRUCTION IN MIDDLE SCHOOLSScott Robinson, Kenneth Tobin & Kenneth Shaw, Florida StateUniversity

As a part of a statewide survey of what is happening inFlorida's schools we analyzed the data we received fromquestionnaires in terms of socio-economic data for the studentstaught by the teacher respondents. A sampling of the resultsobtained are provided below.

- Teachers from schools with a medium percentage of lowsocio-economic level (SEL) students have more need ofworkbooks and worksheets, use workbooks and worksheetsmore frequently, and believe these instructional items are moreimportant than teachers from schools with a low percentage oflow economic students.

Teachers from schools that have a low percentage of lowSEL students use manipulatives more often and believe it ismore important to do so than teachers from schools with amedium or higher percentage of these students.

The results of our study suggest that the reform of science isnot proceeding according to plan. Teachers are not in a processof reform and when expressed needs are compared to what isenvisioned in reform documents there is a clear need foreffective systemic science teacher education.

SUNDAY -- AFTERNOON

S5.13

TEACHING AND LEARNING STRAND DISCUSSION (1-1/2 hours)ALTERNATIVE PERSPECTIVES OF TEACHING, LEARNING ANDASSESSMENT: DESIRED IMAGESKatherine M. Fisher California State University, San Diego, RonGood, Louisiana State University, Sister G. Hennessey St. AnnSchool, Stoughton, WI, Wolff-Michael Roth, Simon Fraser University,James A Shvmanskv, University of Iowa, Larry D. Yore University ofVictoria

In a recent JRST Editorial, Ron Good (1993) suggested that "pubtalk" during informal graduate seminars revealed many faces ofconstructivism and an apparent lack of clarity in terms of classroomexpectations. The lack of distinctions and consistencies apparent inthe pub talk' frequently creep into other published conversationsabout science teaching and learning. The last 10-15 years of scienceeducation research has produced some insightful descriptions andembryonic generalizations of teaching, learning and assessment, butthe multiple interpretations of these original works have rightly orwrongly clouded their distinctive differences. Brief presentations atthis discussion will outline desired images of teachers and teaching,students and learning, and goals and assessment from specificperspectives: conceptual change, information processing, interactive-constructive, and social-constructivist. The presenters promise toprovide an informative and provocative introduction for an open andstimulating discussion. These discussions should bring classroompractices into sharper focus and help teacher/learning researcherspose more acute questions, design more strategic inquires, developricher discussion of research results, and propose more insightfulimplications.

36

S6.01

PROFESSIONAL DEVELOPMENT AND GENDER ISSUES:MODELS AND FRAMEWORKSSharon Parsons, San Jose State University Lesley Parkerand Ltenjejlennie, Curtin University of Technology, CadHildebrand, University of Melbourne

This symposium concerns professional development forteachers in the light of challenges posed to current practiceby feminist approaches to research in science education.Progress in research and curriculum developments relatingto gender-inclusive teaching practices has created a needfor programs of professional development about genderissues. Experience indicates that program success is notassured without a high degree of involvement by teachersand responsiveness by designers to the needs of teachersas their practices evolve. The more effective programsseem to be those which model the collaboration, reflectionand sharing characteristics of the gender-inclusiveclassroom practices which are their focus. This symposiumpresents an overview of models relating to feministframeworks for analyzing teacher change, describes threeapproaches to professional development to facilitateteacher change, and concludes with an analysis of ourlearning from our experiences in professional developmentrelating to gender issues in science education.

S6.02

Students' use of a multimedia Interactive scienceunit and the relation to problem solving.Jane Tucker and Carl Berger University of Michigan

The purpose of this study was to find students' problem solvingprofiles and their relation to their use of a microcomputersupported science instructional program. A multimediaInteractive program was used as the Teaming environment. Theprogram contained screens of Information In text and pictureform, animation, and simulation. Students could navigate byclicking on icons that initiated the next event or state of learning.Students problem solving profiles were determined using theProblem Solving Inventory, a multidimensional survey thatmeasured problem solving consistency, planfulness,persistence, innovation and problem view. Program data weregathered automatically in log files and over 1,670 state changeswere analyzed for 18 students . Results Indicated that studentsvaried widely in the use of the program, what they studied andhow deep into each section of the program they went. Studentsproblem solving profiles related to movement, and depth ofstudy but what they studied depended on personal Interest. Theuse of a problem solving profile lend can assist scienceeducators and teachers in understanding the different waysstudents approach learning situations and how they workthrough science problems instructors using such tools can bemore confident that needs of diverse student populations maybe met by interactive multimedia programs.

70

March 26-29, 1994 SUNDAY, March 27, 1994 -- AFTERNOON

S6.02

STUDENT-STUDENT INTERACTIONS GENERATED BY THEINTRODUCTION OF INTERACTIVE VIDEODISC IN THE SCIENCECLASSROOMIsabel Chagas, Universidade de Lisboaand and G./raid Alma,Boston U.

This study was designed to analyze the classroom interactionsexperienced by sixth graders while working with the interactive laservideodisc on a science topic. It was assumed that the understanding ofsuch interactions would clarify the impact of the interactive videodiscIVD) as an instructional tool. Subjects were 107 science students, the

total population of the sixth graders of a middle school in the northeast.Using qualitative research methodo:ogy, classes using IVD materialswere observed. Students' conversations were audiotaped, and non-verbal episodes registered. The data showed IVD's major impactconcerned the classroom's social structure. New interactions betweenthe teacher and students empowered students with greater access to thetechnology as well as with more control over their learning environment.Students engaged in a complex interactions in order to clarify theircolleagues' questions, make doubts clear and understandable to others,test hypotheses together, discuss results and make predictions. Theyalso engaged in discussions in order to make sense of what they werewatching, to negotiate different points of view, and to explain details totheir colleagues having difficulties. Students communicated both verballyand non-verbally.

S6.02

HUMAN PHYSIOLOGY: IMPROVING STUDENTS' ACHIEVEMENTSTHROUGH INTELLIGENT STUDYWAREYehudit J. Dori Technion, Israel Institute of Technology, Haifa , Israeland Jerome M. Yochim, University of Kansas, Lawrence, Kansas.

A studyware comprising a set of inter-connected modules onhuman physiology has been developed and used to improveundergraduate students' achievements. Using the studymodules, students can engage in active learning and enhancetheir spatial and problem solving abilities, while the systemmonitors their responses and reacts accordingly. A key factor inthis system is the enabling technology of multimedia, whichopens the way for the creation of a multi-faceted learningenvironment and rapid development of effective and attractivelearning materials. The results of the study show that the finalgrades can be best predicted by the entry level of the students,asreflected in their biology grades. A secondary consideration inthis prediction is whether the individual student used theoptional computer laboratory sessions offered to him/her as ameans of fostering the subject matter understanding and his/herproblem solving abilities.

37

S6.03

COPS AND ANTS: TRACKING SCIENCE LEARNING IN SOCIALSETTINGSWolff-Michael Roth, Simon Fraser University

The recent focus on social aspects of science learningnecessitates research methodologies that expand andtranscend the narrow confines of those methods which hadbeen designed from the perspective of an individual differencecognitive psychology. Communities of Practice (COPs) andActor Network Theories (ANTs) are two approaches which havealready been successfully applied to knowing and leaming in thecontext of science and technology. This paper outlines thenotions of COP and ANT, and how they are used to understandand conceptualize knowing and learning in complex settings.From these notions I draw methodological implications, anddiscuss the analytical opportunities afforded by the perspectivesof COP and ANT along continua marked on either end asinsider/outsider, visible/invisible, violence/empathy,fNed/dynarnic, or voice/silence. I discuss two research settingsare discussed in which this framework was developed and used.

S6.03

USING CONCEPT MAPPING IN A COLLEGE COURSE ONEVOLUTION: PHASE 2 INTEGRATION OF INSTRUCTOR-SUPPLIED GRAPHICS iN STUDENTS' MAPSJohn E. Trowbridge and James H. Wandersee, Louisiana StateUniversity

The purpose of this plisse of a two-year study was to: (a) describe howconcept mapping can be used as an integral instructional strategy forteaching a college evolution course, (b) evaluate the utility ofincorporating concept mapping in a college course on evolution, (c)determine the effect of instructor-supplied graphics on students'concept mapping, and (d) compare students' concept maps for thesame class over a two-year period. Key findings include (a) studentswho are persistent mappers seem to correlate to instructor suppliedgraphics with higher concept map scores, (b) males correlated higherin terms of average map scores and number of instructor-suppliedgraphics, however, females had a higher grade point average andaverage map score, (c) the appearance of critical juncture days wasobserved by the disconcordance of superordinate concepts and lowaverage number of cross links on specific lecture days, (d) the threelargest percentages of instructor comments (linkages, examples,cross links) were the same as in Phase 1 of this study, (e) the samelecture days in Phase 1 and Phase 2 showed concordance anddisconcordance of superordinate concepts reinforcing reliability ofsuch methods for determining critical junctures.

so

SUNDAY, MARCH 27, 1994 -- AFTERNOON NARST Meeting

S6.03

TEACHING FOR STUDENT CONCEPTUAL UNDERSTANDINGIN SCIENCE: RESEARCH IMPLICATIONS FROM ANINTERDISCIPLINARY PERSPECTIVEMichael R. Vitale, East Carolina University, Nancy R. Romance;Honda Atlantic University, Helen Parke, East Carolina University,and Pat Widergren, Silver Ridge (Ft. Lauderdale, FL) ElementarySchool

This paper identifies specific implications from recentdevelopments in cognitive science (including artificial intelligence)and instructional design (or instructional science) for research inscience education designed to explore teaching for studentconceptual understanding. in doing so, the paper (a) overviewsthe major areas of research in science education, cognitivescience, and instructional design that address questions ofteaching for conceptual understanding (in terms of findings,similarities/differences in research perspectives, and researchquestions/methodology), (b) employs a recently-developedknowledge-based science teaching model emphasizingconceptual understanding (Romance, Vitale, & Widergren, inpress) as a vehicle for integrating current research and theory inscience education with complementary research findings fromcognitive science and instructional design, and (c) identifiesspecific substantive and methodological research issues andpriorities for science education research in teaching for conceptualunderstanding in science that follow from the interdisciplinaryperspectives incorporated in the model (Romance et al, in press)through the integration of research in science education, cognitivescience, and instructional design.

S6.03

IMPLEMENTING REFORM IN RURAL HIGH SCHOOL SCIENCECLASSROOMS: A CASE STUDY OF TWO PHYSICAL SCIENCETEACHERSSusan L. Westbrook and Laura N. Rogers, North Carolina StateUniversity

This case study of two rural high school science teachers wasundertaken to assess the efforts necessary to prepare scienceteachers in North Carolina to make the changes necessary to alignclassroom practice with educational research. The project goalsIncluded (a) enhancing the classroom teacher's awareness of thereform agenda for science education, (b) mentoring and facilitatingthe implementation of learning cycle curriculum , (c) assessing theeffect of an innovative implementation model on the pedagogy andepistemology of the classroom teacher, and (d) preparing theclassroom teacher for a leadership role in the local school district. Thedata indicate that (a) the involvement of utheraity personnel had apositive impact on administrative support for teacher change, (b) therate of change in teacher reform is variable and unpredictable andmay not be accurately reflected by teacher's self-perception, and(c) consistent in-classroom support Is essential for major changes in ateacher's classroom practice. Delineation of the impact the teachers'belief and practice paradigms had on implementation of the cuniculawill be discussed.

38

S6.04

TEXTBOOK USE IN THE HIGH SCHOOL BIOLOGY CLASSROOM: WHATTEACHERS REPORT.Lori Lyman DiGisi. Lesley College

This study describes high school biology teachers' reports of their textbookuse and instructional practices. Eighty percent of 184 teachers respondedto a mail questionnaire that gathered information about textbook use,attitudes about reading and biology textbooks, and instructional practices.Sixteen teachers, broadly representative of the questionnaire sample,were interviewed. Both quantitative and qualitative analyses were usedto process the data Results from mukiple regression analyses revealedthat academic level of biology, teachers' ratings of the importance ofreading, and placement in a public or private school predicted 60% of thevaria"on in teachers repotted textbook use. Teachers also reported thatbiology teaching experen4, achievement tests, and courses in readinginstruction influenced their textbook use. Results suggest that high schoolbiology teachers view both reading and inquiry-based activities asimportant to learning biology, but they are unsure of how to incorporatereading comprehension activities into their biology instruction.

S6.04

VERBAL AND NON-VERBAL BEHAVIOR OFABILITYGROUPED DYADSM. Gail Jones, University of North CarolinaGlenda Carter, N.C. State University

This study examines social interactions of ability-groupedstudentdyads as they construct knowledge of balance concepts inorder to elucidate the relationship between interactions andconceptual growth. The verbal and nonverbal behaviors of 30fifth-grade students were recorded as they completed threeactivities related to balance. These student interactions wereexamined within a framework of social cognition. For each dyad,characteristics of ability-grouped dyads were identified. Resultsrevealed that high students effectively use prior experiences,maintain focus on the learning task, and are able to manipulate theequipment effectively to construct knowledge. Low studentsexhibited off-task behavior, lacked a metacognitive framework fororganizing the learning tasks, centered on irrelevant features ofthe equipment and were unable to use language effectively tomediate learning. Within low-high student dyads, high-achievingstudents typically modeled thinking processes and strategies formanipulating equipment. In addition, they focused thelow-achieving student on the components of the tasks. whileverbally monitoring their progress, thus enabling the low student toidentify the critical features necessary for concept construction.

81


S6.04 S6.05

AN INTERPRETIVE STUDY OF PAIR INTERACTIONSSUPPORTING THE COMPOSITION OF COLLABORATIVELABORATORY REPORTS IN NINTH GRADE GENERAL SCIENCECarolyn W. Keys, Georgia State University

'The purpose of this study was to identify and describe the types ofcollaborative interactions which supported the joint composition oflaboratory reports and to investigate changes in collaborativeinteractions over time. Three case study pairs of students were chosenfrom ninth grade classes participating in a collaborative writingintervention. Students wrote ten reports over a four and one-half monthperiod. The author and the classroom teacher provided structural reportguidelines to scaffold student pairs in report writing. The resultsindicated that students spontaneously engaged in five types ofinteractions, which were named by the author. sounding board, peerteaching, incorporation, debate. and supplies answer. The majority ofpair interactions were cooperative and generative. Two target pairsincreased their ability to extend and elaborate conceptual discussionsover time, while a third pair demonstrated little change. An increase inelaboration corresponded with an increase in the active participation ofone of the members of the pair.

56.04

EVALUATING THE PAIRS PROJECT: INTEGRATING READINGAND SCIENCEMark R. Malone University of Colorado

The PAIRS Project was funded by a federal grant to prepareelementary and middle school teachers to utilize an integratedapproach to science and reading instruction. The evaluation portion ofthe program was designed for two purposes: (1) to ascertain theeffectiveness of the teacher training program on both the knowledgeand attitudes of teachers, and (2) to measure the effectiveness ofPAIRS activities on intermediate elementary and middle schoolstudents in terms of knowledge and process skills. The study involvedapproximately 30 teachers and 700 elementary and middle schoolstudents. Participating teachers received 30 hours of specializedtraining and were provided with classroom materials. The evaluationof this project indicates that teachers have benefited by both improvedattitudes toward science and science teaching and through increasedunderstanding of contemporary science teaching. As a result theywere able to teach science to students in a wide variety of settings insuch a way that resulted in significant learning. The students gainedscience knowledge and skills which were measured to be significant.Students were able to apply specialized skills to reading science thatenabled them to make these gains.

39

THE CLASSROOM AS A SOCIOCULTURAL SITE: TOWARDMORE INSIGHTFUL UNDERSTANDINGS OF WAYS OFKNOWING AND ACTINGWilliam W. Cobern Arizona State University WestPeter C. Taylor, Curtin UniversityKenneth G. Tobin, Florida State University

We believe that much of the past conceptual change research inscience education has been based on simplistic notions ofepistemology, including a positivist view of the nature of science and arationalist view of teaching and learning. Although this research hasfocussed pedagogical attention on students' conceptions, the complexsocial reality of the classroom, including the ethical question of whatshould he going on, has been largely ignored. The aim of thissymposium is to provide greater insight into the social reality of thescience classroom and to provide directions for future research inscience education. We believe that research in science education,especially research within a constructivistframowork, should examinea broader range of epistemologies, especially those that acknowledgethe socioculturai context of knowledge development and that help usto generate more insightful understandings of the ways in which wecome to know about our worlds. Issues to be addressed in thesymposium include: (1) the importance of students' world views as acontext for studying science; (2) adding communicative understandingand critical awareness to classroom discourse; and (3) beyondpropositional logic: the central role of beliefs, metaphors and imageryin shaping teacher and student classroom roles.

S6.06

SYSTEMIC REFORM IN SCIENCE EDUCATION:COORDINATING RESEARCH BETWEEN AN URBANSYSTEMIC INITIATIVE AND A STATE SYSTEMIC INITIATIVEIN OHIO.Jane Duffer Kahle Ann Haley-Oliphant, and Steven Rogg, MiamiUniversity

The purpose of this symposium is to provide an opportunity todiscuss the current research coordination occurring between astate systemic initiative and an urban systemic initiative in Ohio.Qualitative and quantitative methodologies were used todetermine the similarities and differences of these two groups ofteachers in terms of their professional involvement, knowledge ofpedagogical methodologies, use of alternative teachingstrategies, and whether they view themselves in a visionary ortraditional way. Detailed portraits of the urban teachers teachingmath and science were made in order to better understand thebarriers, struggles. and opportunities existing in an urbansetting. By coordinating the research of these two initiatives, thecurrent systemic reform movement in science education can beenriched and empowered.


S6.07

TEACHING THE NATIVE AMERICAN STUDENT: TEACHERS' BELIEFSABOUT MULTICULTURAL SCIENCE EDUCATION.Diane Ebert-Mav Northern Arizona University; Deborah Tippins, Universityof Georgia; Carol Adkins, Northern Arizona University; J. Shiro Tashiro.Northern Arizona University; & Paul Rowland, Northern Arizona University

The purpose of this interpretive study was to examine the beliefs of NativeAmerican teachers with regard to a) the goals and aims of multiculturalscience education; b) responsiveness to cultural difference in the planningof science instruction, and- c) conceptions of culture form a world viewperspective. Participants in the study were practicing Native Americanelementary teachers involved in one of three related science programsbetween 1991-1993: Teacher Network Teams (TNT), Science andMathematics for Indian Learners and Educators (SMILE), and CollaboratingAcross Cultures to Understand Sciences (CACTUs). A task was presentedto teachers in each program to investigate beliefs rbout responsiveness tocultural difference in planning science instruction. leachers in the CACTUsinstitute, for example, were asked to describe in detail a lesson designedto teach a specific science concept to Native American students, and onedesigned to teach the same concept to non-Native students. Resultsrevealed that a) the role of the larger tribal community and socioculturalfactors outside the school influenced the interpretation of the goals ofmulticultural science education; b) responsiveness to cultural differenceinvolved a holistic understand of basic values that move beyond anunderstanding of individual differences; c) teachers viewed culture and itsrelationLnip to science through 'a multitude of cross-cutting, overlapping'cultural worlds.'

S6.07

AN INSTRUMENT TO ASSESS PRESERVICE ELEMENTARYTEACHERS' BELIEFS ABOUT SCIENCE TEACHING ANDLEARNING

aitilalUaSatatc11, University of Maryland at College ParkLarry E. Schafer, Syracuse University

The purpose of this study was to develop a valid and reliableinstrument to assess preservice elrimentary teachers' beliefsabout science teaching and learning. After several rounds ofexpert review and initial field-testing of a draft of the instrument,a revised version of the instrument was administered twice to270 preservice elementary teachers to establish test-retestreliability. An estimate of Internal consistency was obtained bycalculating the Cronbach's coefficient alpha for each subscale ofthe instrument. Additional analysis of the subscale items wasundertaken through factor analyds. Concurrent validity wasassessed by correlating scores on the instrument underdevelopment with scores on measures of teacher learningorientation and control orientation. Preservice teachers'scores were further Interpreted by examining their statedreasons for their responses to selected items. AdditionalInsight about the reliability and validity of the Instrument wasobtained byexamining the relationship between inserviceteachers' scores on the Instrument and their general teachingorientation and current science teaching practices. The resultsof this study are that th,ee of the tour subscales of the inc.trumentare fairly reliable.

40

S6.07

IMPACTING ELEMENTARY TEACHERS' BELIEFS ANDPERFORMANCE THROUGH TEACHER ENHANCEMENTFOR SCIENCE INSTRUCTION IN DIVERSE SETTINGSIris M. Riggs, Esteban Diaz, Joseph Jesunathadas, Klaus

Brasch, Javier Toner, Lisa Shamansky, Sam Crowell, and AllanPelletier, California State University, San Bernardino

An assessment of a National Science Foundation teacherenhancement project's impact on elementary teachers' beliefs,attitudes, and teaching performance including: self-efficacy andoutcome expectancy beliefs related to science teaching, beliefsabout what is important in science teaching and learning, andquality and quantity of activity-based science teaching. Findingsfrom analyzed pre/post belief and attitude assessments, self-reportdata, and classroom observation will be reported.

S6.08

LOS DESCONCEPTOS INDUCIDOS EN LA ENSENANZA DELA ()UNICAEduardo R. Donati, Daniel 0. Martire, y J.J. Andrade GamboaUniversidad Nacional de La Plata, Argentina

En los cursos basicos de citifmica suelen observarse gravesfalencias en los alumnos. La responsabilidad de muchas deestas falencias puede ddjudicarse at docente, el cual puedecontribuir de diversas maneras que van desde Ia simple omisi6nde una nomenclatura comtin hasta Ia exigencia de ciertosprocesos 16gicos, que el alumno adn no ha adquirido y que eldocente supone naturales pot tenerlos el mismo demasiadoarraigados. En este trabajo mostramos dichas falencias a travesde la discusion de ejomplos concretos sabre desconceptoshabituates en los alumnos del primer curso de quimicauntversitaria.

8,3


S6.08

REDES CONCEPTUALES PARTE 1: FUNDAMENTO TEORICOLydia Galaraovsky, Universidad de Buenos Aires, Argentina

Bajo el nombre de mapas y/o redes, con el adjetivo desemanticas y/o conceptuales, existen numerosas organizacionesgraficas. Al intentar aplicar a situaciones didacticas.instrumentos tales como los mapas conceptuales utilIzados eninvestigaci6n sobre aprendizaje, surgieron gravesinconvenientes. La superacion de los mismos condujo a ladefinicion de un nuevo recurso dkfactico: Ia red conceptual,nornbre que pasta el presente ha sick) utilized° ambiguamente.En este artIculo se presentan tanto las precisiones para suconfection como el fundament° de su aplicacion didactica,ambos aspectos estan sustentados en solidos contextos te6ricos,con epodes de Ia psicologfstica y de la neurobiologfa delaprendizaje, respectivamente.

S6.08

PRECONCEPTOS Y SU REPRESENTACION CONCEPTOSBASICOS DE GENETICAS. M. E. Jerezano Z. C. Alvarado. C. F. G.4201,Universidad Nacional Aut6noma de Mexico, Mexico

Una de las areas de Ia Biologie que presenta mayor dificultadtanto para maestros coma para alumnos es el tema de Genetica.Este trabajo presenta un analisis de las preconcepciones quetienen estudiantes del nivel bachillerato en cuanto a: a) herenciade caracteristicas heredadas; b) transmisi6n de caracteres; c)representacion de cromosomas; y d) manejo de conceptosbasicos. Se diseno un cuestionario de 24 reactivos que fueaplicado a una muestra de 342 estudiantes de los sistemas dela Escuela Nacional Preparatoria y Coleglo de Ciencias yHumanidades. La muestra fue seleccionada de 7 de los 14planteles de Ia Universidad Nacional Aut6noma de Mexico. UnaselecciOn de 30 estudiantes fa) entrevistada para profundizarsobre las respuestas del cuestionario. Cabe seflalar quo todoslos estudiantes habfan cursado un afro ante Ia materia deBiologfa General en la que se incluye unabreve introduccian deltema de Genetica. Los resultados muestran Ia presencia depreconcepciones fuertemente arraigadas que impiden el manejoconceptual correcto, como puede ser Ia consideraci6n de que lascaracterfsticas adqulridas son hereditarias: no se tienenesquemas claros de representaci6n; se confunden conceptos yterminos entre otros.

41

S6.08

LA IMAGEN HACIA LAS CIENCIAS DE LOS ESTUDIANTES DEBIOLOGIA: UN ANALISIS EPISTEMOLOGICOWilliam Manuel Mora Penams, Universidad Pedggigica Nacional,Colombia

El emoirismo-inductivismo, y el racionalismo Popperiano son las visionescon quo, on mayor medida, los estudiantes interpretan y entienden lasciencias; siendo el empirismo- inductismo Ia miis intluyente. Hay undescnnocimiento tanto conceptual c:orno actitudir.al de otras formas deentonder ,o quo son las ciencias como por ejomplo las posiciones doKuhn, Lakatos, Feyeraben, Toulmin, Newton-Smith, entre otras posturesmodernas quo hoy por hoy son mas acaptadas. Los astudiantes tantodo education media como universitaria muestran an gran medida, unaimagen an Ia qua so entienden las ciencias como instituciones"religioses poseodoras de un conoamiento superior; dascubridora yacumuladora do conocimientos verdaderos, caracterizados por serinmutables y logrados a travi de Cmico metocio an caractoristicasempiristas- inductivistas. Esta imagen puede acarrear consecuenciaslam entables tal como el estancamiento o el lento progreso del desarrollodo las ciencias y Ia tecnologia do una sociedad. Este imagen edemasgenera la idea quo las ciencias son para unos pocos privilegiados. unasane do 'sacerdotes con bata blanca", dotados do unas cua:idadestinicas quo les son inaccesibles a los individuos comunes y a lassociedades poco desarrolladas, de esta manera generan altos nivelesdo desecion on estudiantes qua pretenden seguir ostudios quo tenganquo var con las ciencias.

S6.09

STUDENTS ATTITUDES TOWARDS SCIENCE, TECHNOLOGYAND MATHEMATICS SUBJECTS IN SECONDARY SCHOOLS -THE JETS OF NIGERIA EXPERIENCERose N. Agholor and Leonie J. Rennie, Curtin University ofTechnology, Perth, W. Australia and Peter A. 0. Okebukola,Lagos State University, Lagos, Nigeria.

The Junior Engineers, Technicians and Scientists (JETS)programme is a non-formal educational strategy for promotingscientific and technological literacy among Nigerian youth. Thispaper reports a part of a larger study of the effects of the JETSprogramme as an out-of-class mechanism for fostering thedevelopment of science and technology culture among youth. Inthis study, students' attitudes towards, and perceptions aboutscience, mathematics and technology, are reported. For eachsubject, students' enjoyment, and their perceptions of itseasiness and Importance, were surveyed using a semanticdifferential Instrument. Over 1000 secondary school studentsfrom all over Nigeria took part in the study. The findings showconsistently more positive attitudes and perceptions of JETSClubs members compared to the non-members. Perhapssurprisingly, in terms of current perceptions In the literature, therewas a consistent gender effect. Both boys and girls havepositive attitudes to these three subject area

8.1

SUNDAY, MARCH 27, 1994 -- AFTERNOON NAHST Meeting

S6.09

HIGH SCHOOL STUDENTS UNDERSTANDINGS OFDIFFUSION GONG& IN RELATION TO THEIR LEVELS OFCOGNITIVE DEVELOPMENT

8..Lois9stgm, University of Missouri-Kansas City and JohnSettlage, Jr., Cleveland State University.

Tests were administered to 116 high school students to assesstheir level of cognitive development and their understanding ofconcepts related to diffusion and osmosis. The contentinstrument, the Diffusion and Osmosis Diagnostic Test (DODT),is of a two-tiered design allowing the assessment of the reasonsbehind the students answers. With no statistically significantdifferences in the scores on the DODT between concrete andtransitional reasoners, the analysis compared preformsl to formalthinkers. Statistically significant differences were found betweenthe two groups of students in their understanding of the majorityof the concepts addressed by the DODT. The percentage ofstudents who selected the desired response on each itemshowed an equivalent pattern for the preformsl and formalreasoners. These results suggest that specially designedinstructional approaches should be used if these topics are tocontinue to be part of secondary science curricula. There is anindication that an ideal sequence for the teaching of conceptsmay exist and that this sequence should become the focus of alearning cycle model of instruction.

S6.09

FORMAL REASONING AND SCIENCE TEACHINGValanides Nicolaos, University of Cyprus

Performance of 195 seventh-, eighth- and ninth-grade studentson TOLT (Test of Logical Thinking) was used to identifydifferences related to five reasoning mode (control of variables,proportional, correctional, probabilisitic and combinatorialreasoning) among the three classes and between male andfemale students. The new science, does not seem to facilitatethe development of students' reasoning abilitles.TOLT scoresshowed a "delay' from the Plagetian point of view, in thedevelopment of students' reasoning abilities and only ninth-gradestudents had significantly better (<.05) performance than onlyseventh-grade students and only on proportional reasoningproblems, while there were no significant differences betweenmale and female students. Multiple regression analysis showedthat chronological age In months and achievement in science andmathematics, but not achievement in greek language, contributedsignificantly to prediction of performance on TOLT. Factoranalysis based on performance on the five reasoning modesproduced a one-factor solution and factor analysis based onperformance on each TOLT item (two items for each reasoningmode gave a three-factor solution explaining 43.8% and 54.9%of the variance respectively.) These results indicate the need fornee-Piagetian views to explain cognitive development.

S6.09

COGNITIVE STYLE, ACADEMIC SELF-CONCEPTS, ANDCRGATIVITY AS PREDICTORS OF ACHIEVEMENTS IN

SCIENCE AND MATHEMATICSSuan Yoong, University of Science, Malaysia

This paper reports the empirical relationships between scienceand mathematics achievements and cognitive style, self-concepts, and creativity for a cohort of Malaysian secondaryschool students. Validated Malaysian versions of the .psychological measures were administered to 267 Malaysiansecondary four students, whose mathematics and sciencegrades from a public examination were taken as dependentvariables. Mathematics and science achievements correlatedsignificantly with cognitive style (field independent studentsmore likely to be high achievers) and specific academics self-concepts. Mathematics achievement correlated significantlywith all 3 traits of pictorial creativity and one of verbalcreativity, while science achievement correlated significantlywith two traits of verbal creativity. Multiple regressionanalyses showed that the regression variance accounted forby the independent variables were 64% for mathematics and59% for science, respectively. six predictors, particularlycognitive style and self-concepts in mathematics accountedfor most of the regression variance

S6.10

LEARNING STYLE ANALYSIS IN A CALCULUS-BASEDINTRODUCTORY PHYSICS COURSE.Teresa L. Hein, South Dakota State University

The objective of this study was to assess the individuallearning styles of students in two classes of calculus-basedintroductory physics. One of the goals of this case studywas to use the assessments to modify instructionalstrategies to better suit the learning style preferences of thestudents enrolled in these courses. The Dunn, Dunn andPrice Learning Style Inventory was administered toapproximately 60 students. Results of this study indicatedthat approximately 65% of the students assessed had a highpreference for structure in the classroom. Furthermore, 62%of the students indicated that they would learn more andbetter in the afternoon, even though the classes they wereenrolled in met in the early morning. A significantmodification in classroom strategies following theassessment was to offer examinations in the afternoon toaccommodate student preferences. Moderate gains in examscores were achieved.

42 85


S6.10

A Study of An Organizational Structure for CooperativeWork Among University Students in an IntroductoryLaboratory for Science and Engineering Majors

Patrick Kenealy, Physics/Astronomy and Science Education,California State University LB, Long Beach, CA 90840-3901

During the last year, we completely revised the social structure inall sections of the introductory physics laboratories for thecalculus-based sequence to allow students to share data inpreliminary form, and to discuss and revise their ideas about themeaning of that data. The rationale for group work of this kind,which includes open sharing and discussion of data, and thedemand for qualitative and quantitative coherence in written andspoken presentations, will be presented. In a process offormative evaluation, 3 questionnaires per semester wereadministered to all lab students, providing demographic data,student ratings of anxiety, interest, and confidence, a pre- andpost-measurement of physics content, and student evaluationsof the procedLres in the laboratory. Most of this data was keyedthroughout to individual student respondents, allowing us todifferentiate the responses of students of different rank anddifferent educational background.

'This work st :pported by NSF Grant #USE-9150311 and U.S.Dept. of Education FIPSE Award #P116B10936.

S6.10

AN INDIVIDUAL STUDENTS LEARNING PROCESSIN ELECTRIC CIRCUITSHans Niedderer University of Bremen, GermanyFred Goldberg, San Diego State University, USA

Our learning process study with three college students focused on amicroanalysis of thinking and learning during an open-endedinstructional unit of electric circuits. A locally developed computervideo software program using a pressure representation of potentialwas used to provide students with a tool to develop their own ideas inthe context of predictions and explanations of experiments withbatteries and bulbs. The whole process of 6 sessions wasvideotaped and transcribed. In this third paper dealing with the samedata base the cognitive development of one student from priorconceptions (especially an everyday life view of 'current' to severaldifferent intermediate conceptions ('current' seen in the newconteA of the concept 'pressure' and a microscopic view of theelectron movement) is described. The relation between instructionand learning is analyzed: In some cases we find resonance,instruction is followed by a conceptual change (microscopic view); inother casfis the student does not take over instructional Ideas oruses them only when prompted directly (e.g. reasoning withpressure difference).

43

S6.10

ASSESSMENT OF SCIENCE MISCONCEPTIONS:STUDENT'S EXPECTATIONS AND RESEARCHER'SQUESTIONSRebecca J. Pollard and David M. ColeTexas A&M University

Science misconceptions are typically elicited through theuse of researcher driven questions. The present studyinvestigates the potential mismatch between student'sexpectations of assessment and assessment undertakenby researcher. Results indicate that students expectmore ;ow-level text based questions than are askedduring assessment. These expectations are consistentwith student's prior experiences with the breadth, low -level learning in the text bound classroom. 'These resultsmay be used to infer that some science misconceptionsmay be an artifact of assessment rather than a productof teaching and learning.

S6.11

COLLEGE STUDENT PERFORMANCE ON THE CULTURALLITERACY SCIENCE ASSESSMENT INSTRUMENT.Fred H. Groves Ava Pugh. and Peter Mangold,Northeast Louisiana University

This study was a replication and amplification ofanother study in which a Cultural Literacy ScienceAssessment (CLSA) instrument was developed. TheCLSA was developed from a list of science termsdrawn from Cultural Literacy: What Every AmericanNeeds to K n,i&. by E.D. Hirsch. Jr. That study foundno d... .cs in achievement between 2 collegestudent groups. This study tested college students by5 different major categories and found severalsignificant differences. Junior and senior sciencemajors scored higher than each of the other groups.Freshmen and sophomore science majors scoredhigher than elementary education juniors.seniorsand graduates. and liberal arts juniors and seniorsscored higher than the elementary educationgraduates. Amount of exposure to college sciencecourses had a significant effect on performance onthe CLSA. No difference between non-scienceundergraduate students was found.

66

. SUNDAY, MARCH 27, 1994 -- AFTERNOON NARST Meeting

S6.11

USING CUE ATTENDANCE TO IMPROVE PROBLEM SOLVINGABILITIES OF FIFTH GRADE STUDENTSSusan A. Miaon, Syracuse Diocese and J. Nathan Swift, StateUniversity of New York at Oswego

The purpose of this research study was to determine ifintensive instruction in cue attendance enhances students'problem solving abilities. Students in a parochial elementaryschool were randomly assigned to an experimental group

= 15) which received instruction in cue attendance or acontrol group (N =15). Students in the experimental groupwere shown a short video presentation of a physical scienceexperiment. The students were required to recall 60' detailsfrom the video. The video was shown as many times asnecessary to reach the criterion. The instrumentation used inthis study was the Test of Problem Solving. Analysis ofvariance was used, with the pretest as the covariate. Theresults showed a significant difference favoring theexperimental group. Therefore, it appears that intensiveinstruction in cue attendance improves the problem solvingabilities of fifth grade science students.

S6.11

NEURO-COGNITIVE DEVELOPMENTAL VARIATIONS FOUNDRELATED TO SUCCESS IN MIDDLE SCHOOL & SCIENCERita W. Peterson University of California, Irvine

The goal of this multi -year project is to search for and understandthe implications of research In the mind-brain sciences (theneuro-cognitive sciences) for educational practice. The presentstudy examined the relationship between variations in students'neuro-cognitive development and their academic success inmiddle school, generally, and in science classes specifically, inthe interest of exploring factors that contribute to students' failurein middle school. Using Levine's Instrument, Student's View, toassess adolescents' neuro-cognitive development of attention,memory, languago, visual-spatial and temporal-sequentialprocessing, the sell-assessments of 40 students, Grades 7 & 8,were compared with their academic success in middle schooland science, indicated by teacher evaluations and school grades.Analysis of results suggests that students' academic success isrelated to self-perceptions of strengths/weaknesses in attention,memory, language, visual-spatial and temporal-sequentialprocessing. Results of this study suggest the potential value ofLevine's model of neuro-developmental variation for (1)understanding the range of variations in students' neuro-cognitive development, (2) furthering research on relationshipsbetween neuro-developmental variations and academic success,and (3) preparation of science teachers who modify v...ienceinstruction to accommodate neuro-developmental variationsamong students In science classrooms.

S6.11

'THE SHADOW IS THERE BUT YOU CANT SEE IT.' SHADOWS - ACONTEXT FOR DEVELOPING A LEARNING MODEL FOR SCIENCEEDUCATION OF YOUNG CHILDREN.Gilds Social and Mark Cosgrove, University of Technology, Sydney

As part of an investigation into developing and describing learningenvironments in science education for young children, we amalgamatedfeatures of cooperative learning, informal inquiry and context to constructa three part learning model. Here we report upon one study in whichchildren (aged 7-9) were encouraged to explore shadow formation withintheir small group and articulate their views on it. They used resourcematerials, listened to ideas from group reporters and conversed in smallgroups with one of us. Our analysis of audio and video recordingsindicates that many children enjoy engaging in intellectual discussion;many cooperatively and socially construct knowledge; most are capableof spontaneous scientific investigatory activity; a few develop nowinsights into shadow formation without formal instruction or attempts atconceptual change on the part of the teacher; some adapt resources andcontext to construct gender according to establish societal norms. Weattribute many of these effects to our learning model. In discussing outobservations, we try to penetrate children's reasoning, suggest someconversational probes which may assist teachers to access children'sviews and offer insight into ways in which children bind their group sothat it offers social and emotional support to its members.

S6.12

STRATEGIES EXHIBITED BY HIGH SCHOOL STUDENTSDURING BIOLOGY LABORATORIESLaura M. Barden, The University of Tennessee, Knoxville

The focus of much of the research concerning problem solvinghas been on comparing the ways novices and experts solveproblems. The development of students' strategies for solvingproblems have seldom been examined, particularly in a socialsetting such as the school laboratory. This study wasdesigned to investigate the types and development ofstrategies exhibited during laboratory activities. Subjectsincluded 16 high school students enrolled in a single sectionof Biology I. Several types of data were collected for eachsubject. First, lab groups were observed during lab sessionsconversations between lab partners were audiotaped and theircorresponding activities were noted. Prior to each lab session,the order of observation was randomly determined. Second,six subjects were randomly selected to participate in two semi-structured interviews. The interviews were designed to focuson subjects' strategy use during lab and their level ofunderstanding of lab content. Third, all subjects submittedresponses to lab questions and lab reports. S.,./eral distincttypes of strategies were exhibited. The three most commoncategories related to social interactions, completion of the labtasks, and relating lab activities to theory. The type of labperformed (traditional vs. open-ended) Influenced thefrequency of types of strategies used.

44 8 7


S6.12

GOALS AND BEHAVIOR OF FOUR FEMALESTUDENTS AND THEIR TEACHER DURING PILOTINGOF NGS KIDSNET UNIT, HOW LOUD IS TOO LOUD,IN AN 8TH GRADE "AT-RISK" CLASSROOM.Ruth Bombauah, Nancy Marx & Karen Mah liot, U. of Michigan

While discussing how best to train beginning researchers,Stephan J. Ball claims: 'Ethnographic research probably isunteachable... the only way to get better is to do more of it'(1950, pp. 157-158). Following this dictum, we three first-yearpre-candidates examined the intersubjective reality of an eighth-grade, at-risk science class as interpretive researchers. Thereader can examine our work from two levels, the pedagogicalaspects of learning to do research and the significance of theactual research performed. The study itself focused on the goalsand behavior of four female students and their teacher in aneighth-grade classroom of 'at-risk" students during the piloting ofa NGS Kids Network curriculum, How Loud is Too Loud , ahands-on, telecommunications-enhanced science unit onsound. Students and teacher were video and audio-taped bi-weekly over threw months. Conversational analysis, interviewanalysis, percent completeness of the students' cumulativefolders, plus a setting analysis suggested the four students metthe teacher's stated goals of social responsibility but did not meetthe curriculum designers' goals of a deeper understanding offactors affecting sound levels, impact on the human ear andsubsequent social implications .

S6.12

COMPARISON OF REPORTED STUDY SKILLS OF NINTHGRADE SCIENCE STUDENTS ENROLLED IN AN OUTCOMEBASED EDUCATIONAL CLASSROOM AND A TRADITIONALCLASSROOM.Calvin 0. Froehlich, Willmar High School and Jeffrey R. Pribyl,Mankato State University.

The objectives of this study were to measure the differences inreported study skill usage of ninth grade science students enrolledin an Outcome Based Educational (OBE) classroom and atraditional classroom and to investigate the correlations of reportedstudy skill usage and success in the science course. A study skillsurvey was administered at the beginning and the end of theacademic year to 160 students in the OBE classroom and 56students in the traditional classroom. Results indicate usage ofstudy skills is dependent upon the method of instruction. Alsostudents experiencing greater level of success in the coursereported higher usage of science specific study skills regardless ofthe educational environment.

S6.12

SCIENCE CONCEPT LEARNING BY ENGLISH AS SECONDLANGUAGE . 'UNIOR SECONDARY STUDENTSPui-Kwong Lai, Keith B. Lucas, Ed V. Burke, QueenslandUniversity of Technology, Australia

Recent Chinese migrant students from Taiwan studying science intwo Australian secondary schools were found to explain themeanings of selected science concept labels in English bytranslating from Chinese. The research strategy involvedinterviewing the students concerning their recognition andcomprehension of the science concept labels firstly in Chinese andthen in English. Mean recognition and comprehension scores werehigher in Chinese than in English, with indications that Chineselanguage and science knowledge learnt in Chinese deterioratedwith increasing time of residence in Australia. Rudimentary signs ofthe students being able to switch between Chinese and Englishknowledge bases in science were also found. Implications forteaching science to ESL students and suggestions for furtherresearch are discussed.

S6.13

COGNITIVE DEMANDS OF ALTERNATIVE SCIENCE ASSESSMENTS:THEORY AND RESEARCHfulleavar Timothy J. Breen, Anastasia D. Elder, University ofMichigan and Robert Glaser, Kalyani Raghavan, Learning Research andDevelopment Center, University of Pittsburgh

The purpose of this study is to wry out analyses of the cognitive activityprerequisite to proficient performance on existing innovativeassessments in science. Protocol analysis in conjunction withobservations of students' performances, and an examination of students'answer booklets and sconng criteria provide an empirical basis for linkingperformance scores with level and kind of reasoning and understanding.Analysis of the detailed verbal protocoli of students' performances inassessment situations in California and Connecticut were guided bygeneral dimensions of problem solving on which more or less proficientstudents differ. Our purpose was to characterize the kind of performanceactually elicited from students and describe how this performance differsamong students at various levels of achievement. Documentation of thematch or discrepancy between descriptions of behavior and the actualcognitive processes that students carry out Is an Important Issue in thedevelopment of assessment Instruments that purport to be Innovative inways that tap higher-order thinking. Results of these analyses providethe basis for a framework for designing assessments which tap the kindof cognitive skills that underlie assessment objectives.

45

83

SUNDAY, MARCH 27, 1994 -- AFTERNOON NARST c:3

S6.13

COGNITIVE DEMANDS OF ALTERNATIVE SCIENCE ASSESSMENTS:THEORY AND RESEARCHGall P. Baxter , Timothy J. Breen, Anastasia D. Eider, University ofMichigan and Robert Glaser, Kalyani Raghavan, Learning Research andDevelopment Center, University of Pittsburgh

The purpose of this study is to carry out analyses of the cognitive activityprerequisite to proficient performance on existing innovativeassessments in science. Protocol analysis In conjunction withobservations of students' performances, and an examination of students'answer booklets and scoring criteria provide an empirical basis for linkingperformance scores with level and kind of reasoning and understanding.Analysis of the detailed verbal protocols of students' performances inassessment situations in California and Connecticut were guided bygeneral dimensions of problem solving on which more or less proficientstudents differ. Our purpose was to characterize the kind of performanceactually elicited from students and describe how this performance differsamong students at various levels of achievement. Documentation of thematch or discrepancy between descriptions of behavior and the actualcognitive processes that students carry out is an important issue in thedevelopment of assessment instruments that purport to be innovative inways that tap higher-order thinking. Results of these analyses providethe basis for a framework for designing assessments which tap the kindof cognitive skills that underlie assessment objectives.

S6.13

COGNITIVE DEMANDS OF ALTERNATIVE SCIENCE ASSESSMENTS:THEORY AND RESEARCHGail P. Baxter Timothy J. Breen, Anastasia D. Elder, University ofMichigan and Robert Glaser, Kalyani Raghavan, Learning Research andDevelopment Center, University of Pittsburgh

Tne purpose of this study is to carry out analyses of the cognitive activityprerequisite to proficient performance on existing innovativeassessments In science. Protocol analysis in conjunction withobservations of students' performances, and an examination of students'answer booklets and scoring criteria provide an empirical basis for linkingperformance scores with level and kind of reasoning and understanding.Analysis of the detailed verbal protocols of students' performances Inassessment situations in California and Connecticut were guided bygeneral dimensions of problem solving on which more or less proficientstudents differ. Our purpose was to characterize the kind of performanceactually elicited from students and describe how this performance differsamong students at various levels of achievement. Documentation of thematch or discrepancy between descriptions of behavior and the actualcognitive processes that students carry out Is an important issue In thedevelopment of assessment Instruments that purport to be innovative inways that tap higher-order thinking. Results of these analyses providethe basis for a framework for designing assessments which tap the kind

of cognitive skills that underlie assessment objectives.

S6.13

COGNITIVE DEMANDS OF ALTERNATIVE SCIENCE ASSESSMENTS:THEORY AND elESEARCHGail P. Baxter Timothy J. Breen. Anastasia D. Elder, University ofMichigan and Robert Glaser, Kalyani Raghavan, Learning Research andDevelopment Center, University of Pittsburgh

The purpose of this study is to carry out analyses of the cognitive activityprerequisite to proficient performance on existing innovativeassessments in science. Protocol analysis in conjunction withobservations of students' performances, and an examination of students'answer booklets and scoring criteria provide an empirical basis for linkingperformance scores with level and kind of reasoning and understanding.Analysis of the detailed verbal protocol, of students' performances inassessment situations in California and Connecticut were guided bygeneral dimensions of problem solving on which more or less proficientstudents differ. Our purpose was to characterize the kind of performanceactually elicited from students and describe how this performance differsamong students at various levels of achievement. Documentation of thematch or discrepancy between descriptions of behavior and the actualcognitive processes that students carry out is an important issue in thedevelopment of assessment instruments that purport to be innovative inways that tap higher-order thinking. Results of these analyses providethe basis for a framework for designing assessments which tap the kindof cognitive skills that underlie assessment objectives.

S7.01

TEACHERS' BELIEFS ABOUT THEMATIC SCIENCECURRICULUM REFORM: FROM ANTICIPATION TOIMPLEMENTATIONFrank E. Crawley and Barbara Salyer BabineauxScience Education CenterUniversity of Texas at Austin

The purpose of this study was to describe the beliefs of four lifescience teachers enrolled in a retraining program, as they movedfrom anticipation to implementation of thematic science in !heirclasses. This study is a follow-up to an earlier one, in which fourlife science teachers were interviewed, using open-endedquestions. Question design was guided by the Theory ofPlanned Behavior. Unlike our earlier study which reported on lifescience teachers' beliefs as they anticipated teaching integratedrather than single discipline science, this study reports onchanges in these four teachers' beliefs after they have begun toteach thematic science. Results of our interview analysis led usto restate five assertions from our first study, to revise five'others, and to propose two new assertions. Our results indicatethat science curriculum reform in Texas is being jeopardized bythe lack of districhvide commitment in some school districts andthe willingness of other school districts to place soleresponsibility on teachers for its success.

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S7.01

SCAFFOLDING: AN ASSET TO CHANGING TEACHERBELIEFS IN IMPLEMENTATION OF NEW SCIENCECURRICULUM.Robert L Liske, Michigan State University

This study compared the implementation of a new sciencecurriculum for poorly motivated, low achieving science students intwo different schools. In one classroom, the researcher assumedthe role of researcher/observer, while in the second classroom, theresearcher assumed the role of participant/observer, using ascaffolding technique to further the implementation process. Acase study comparison was developed to contrast the teaching stylesand teacher beliefs of the two teachers and the resultant level ofimplementation. Results indicated that teachers of poorlymotivated, low achieving science students develop specificclassroom routines and methodology as a coping mechanism indealing with this population of students. This results in a low levelof acceptance of the new curriculum. However, the scaffoldingtechnique used in one classroom enhanced the degree of

implementation.

S7.01

HIGH SCHOOL SCIENCE TEACHERS AS BARRIERS TOCURRICULUM REFORM IN SCIENCE: FACT OR FICTION?Barbaraagabineauxand Frank E. CrawleyScience Education CenterUniversity of Texas at Austin

SPECIAL SESSION

S7.02

RESEARCH AND THEORY IN THE USE OF TECHNOLOGY INSCIENCE EDUCATIONMarcia Linn. University of California-Berkeley, and Carl F. BMWUniversity of Michigan

Students tend to isolate rather than integrate the scienceinformation they learn in school. For example, many students believethat objects remain in motion at school but come to rest at home. Howcan we SCAFFOLD knowledge integration and can technologycontribute? Theories advocate activities Ike 'reflection' and'scaffolding', but say little about how to teach for knowledge integration.Technology offers tools like microcomputer-based laboratories, databases, and dynamic models that may reinforce isolation of scienceknowledge. We need a framework for curriculum design that leads tosensible and effective use of technology. Some promising directions willbe proposed.

This study was designed to explore the beliefs and actions of high schoolscience teachers in Texas concerning the move to implementcoordinated thematic science in grades 7 through 10 over the next fewyears. Specifically, the study sought confirming or disconfirmingevidence for the prior belief expressed by middle school scienceteachers who are being retrained to teach CTS that high school scienceteachers represent a potential barrier to the survival of the secondaryscience reform movement in Texas. Semi-structured interviews with theteachers provided data which were used to generate assertionsconcerning their beliefs about the reform process. An analysisof theseassertions led us to conclude that the reform process in Texas is in perildue primarily to the lack of systematic efforts at the State or district levelsto communicate with the high school science teachers.

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S7.03

CONCEPTION AND APPLICATION OF THE KIELERMOTIVATIONAL LEARNING CLIMATE QUESTIONNAIREFOR CHEMISTRY INSTRUCTION AT GERMAN SCHOOLS.Claus Bolte, Institute for Science Education, Kiel (Germany)

Contrary to the recommendations of international didacticliterature, reflections on creating a positive learning atmosphereare very seldom integrated into the planning and realisation ofscience instruction at German schools. One of the reasons forthis may be that teachers do not know enough about the resultsof learning climate research or it they do, that they consider theevaluation methods too unproductive. One aim of this studywas to develop a polling Instrument that Is highly practical,easy to handle and supplies teachers and researchers withextensive and interesting Information about themotivational learning climate In their classes. Our pollinginstrument was given to 1027 students and 52 teachers toresearch a number of issues. The data analyses show that thepolling instrument is theoretically sound and practicallyappliable. The analyses demonstrate that teachers can gain aninsight into selected aspects of their chemistry instruction withthe help of the instrument. Knowledge concerning what and howthe students would like to learn in chemistry instruction and howthey perceive and assess this makes it possible to improveteaching effectively.

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S7.03

TEAM TEACHING IN A COLLEGE LEVEL PHYSICAL SCIENCECOURSE.§2AIWnisk, Armstrong State College

This study examines the teaching and learning experiences ofthree professors. (two from the physics department, and one fromthe chemistry department) who were involved in the team teachingof a restructured science course for prospective elementary

teachers at the Florida State University. Because the instructorshad very different personalities, as well as philosophies, team

teaching became an interesting challenge for those who wereinvolved.

S7.03

TEACHING OF A LARGE SCIENCE CLASS : A CASE STUDYAT UNIVERSITY OF DURBAN WESTVILLE - SOUTH AFRICAPrem Naidoo and Shakila Reddy, University of Durban-Westville

In this paper the researchers 'describe' and Illuminate' theproblems of teaching a large class (156 students) of first yearscience student teachers at university in a developing country.The central problem that the lecturer (one of the researchers) hadto overcome was of lecturer domination so as to encouragestudent-centred learning. A cooperative learning approach wasadopted by the lecturer, in order to address the stated problem.Although, being informed by the theoretical foundation and otherresearch data on cooperative learning, the implementation of theinnovation of cooperative learning by the lecturer was initially afailure. However, when the implementation was attempted inconjunction with action research, significant successes werenoted. Within this context the researchers evaluate the successesand failures of :i) cooperative learning as a means of teaching a large class.ii) the relationship of action research to implementing aninnovation.Drawing from this case study, the paper will raise some questionsand implications for the theory and practice of cooperativelearning in the teaching of large classes in developing countries.

S7.04

PRESERVICE BIOLOGY TEACHERS' CONCEPTIONS OFTEACHING SCIENCE: THE METAMORPHOSIS OF ONETEACHER'S VIEWSPerry Allen coak. University of North Dakota

A qualitative, descriptive investigation into conceptions of teaching science

held by five preservice biology teachers in a constructivist methods andpracticum. This paper focuses on the developments in one teacher's viewsabout teaching science (Gene). The study examined initial and exitconceptions of teaching science, changes in conceptions and, influences on

those changes from methods and practicum. Major data sources included:two sets of Conceptions of Teaching Science interviews concerning beliefsabout science, learning, instruction and effective science teaching; two setsof Influence Interviews about significant methods and practicumexperiences influencing evolving views and; journals. Gene's initial viewsabout science stressed that science was everything whereas his exit viewsrepresented a more conceptual understanding of science. Otherdevelopments included a newfound view of the role that probing learners'

prior knowledge of content plays in Ihe learning process and a growing view

that a constructivist perspective and conceptual change model offered auseful approach to science teaching. The results suggest important changesdid occur in preservice biology teachers' conceptions of teaching scienceenrolled in a constructivist methods and practicum.

S7.04

CONCERNING THE DISPARITY BETWEEN INTENTION ANDACTION IN THE TEACHING OF PHYSICSHelmut Fischler, Freie Universitat Berlin, Germany

It Is plausible to assume that teachers' thoughts and actions dependvery strongly on the teaching subjects which they have studied andare teaching In school. For science teachers there are presumablythe following subject related variables which have an Importantinfluence: Conceptions of the nature of science, of teaching scienceand of learning science. The research project to be describedfocuses on the connection between these conceptions andcharacteristic features of physics teachers' decision-making duringthe teaching process. Do such connections exist at all, or docompletely different factors play a more Important role In theconcrete teaching teaming process? The results of my Investigationsdemonstrate relatively clear tendencies. Especially teachers withoutextensive teaching experience are dominated by orientations ofactions that follow above all external criteria for a successfulteaching process: "Activity-flow orientation' and 'completionorientation'. Together with an "offer-reception orientation' forteaching-teaming processes these orientations promote teachers'behaviour which gives the students few possibilities for learning ontheir own.

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S7.04

INVESTIGATING PRESERVICE CHEMISTRY TEACHERS'THOUGHTS IN MICROTEACHING CONTEXT- -CASE STUDIES.Hsiao -Iin Tuau and Shung-fin Fong, National ChanghuaUniversity of Education, Taiwan, R.O.C.

Microteaching experience is the first step for preservice teachersto integrate into practice what they have learned in theirpreparation program. ft is very important, therefore, for scienceeducators to understand what these teachers learn frommicroteaching. The practicum course in Changhua requirespreservice chemistry teachers to prepare two twenty to thirtyminutes of microteaching lessons. Semi-structured interviewprotocols as well as other informal interviews were used with twoof these teachers to obtain information on their views on teachereducation programs, microteaching, and science teaching andlearning in general. Also all the students' teaching performanceswere video-taped and analyzed, and other data resourcesincluded self- analysis sheets, peer coaches' comments, and fieldobservation notes. The data showed that the two preserviceteachers' thoughts were concerned with content arrangement andconcept expression in planning, and that these concerns wereinfluenced by three factors: views of science teaching andlearning, context problems, and personal characteristics. Thepaper concludes by discussing benefits and limitations ofmicroteachinq.

S7.04

A STUDY OF THE PREPARATION OF PRESERVICE MIDDLESCHOOL SCIENCE TEACHERS. EXPLORING ATT1TIUDES ANDANXIETIESRobyn L. Wertheim & aczattAtairgan. East Carolina University

The purposes of this study were: (1) to record attitude and anxietylevels of preservice middle school teachers working towardcertification in science as a pnrnary area (27 or more semester hoursof saence) and those who have chosen saence as an equal orsecondary concentration (24 semester hours or less of saence): and.(2) to determine the effect of the amount of required sciencecoursework on attitude and anxiety levels and the implicationsthereof. A causal comparative research design was utilized for thisstudy The independent variable was the amount of sciencecoursework required of students . Dependent variables were resultsfrom the RayiaccLackamAttuarBraic (Thompson & Shrigley.1986) and the State-Trait Anxiety lnsrument-Form Y (Spielberger.Gorsuch. & Lushene. 1970). Directional hypotheses stated thatpreservice middle grades students in programs that require greateramounts of coursework in science content will have both a morefavorable attitude and lower anxiety level toward science. For dataanalysis. Mests were utilized to compare the two major groups interms of attitude and anxiety. Significant differences were foundbetween the groups in their attitude and anxiety levels. and thesedifferences were in the hypothesized direction

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S7.05

MEASURING PRE-SERVICE SCIENCE TEACHERS WITHTHE MODIFIED NATURE OF SCIENCE SCALEWilliam J. Boone, Indiana University

This study presents the results of surveying over 130pre-service science teachers using the Modified Natureof Science Scale. The 40 items were rated using a 6step scale of strongly agree, agree, barely agree, barelydisagree, disagree, and strongly disagree. Resultsindicate a wide range of student responses, however, aclear ordering of items is revealed even whenmeasurement error is considered. Most items were ratedby the students, on average, utilizing one of the threeagree options. Results of the study indicate that thisscale is helpful in defining the views of pre-serviceteachers toward science. Analysis also suggests thatsome items on the scale may need to be revised,although overall the survey seems to do an excellent jobof defining the nature of science variable.

S7.05

TEACHERS' VIEWS OF THE ROLE OF EVOLUTION IN THESTRUCTURE OF BIOLOGY.Julie Gess-Newsome, University of Utah

National biology reforms often define evolution as the unifyingconcept in biology. However, few inservice teachers have suchan understanding of this role. The purpose of this study was toevaluate the effectiveness of a course sequence in evolutiondesigned for inservice biology teachers on their conceptions ofthe role of evolution in the field of biology. Twenty-twoteachers attended a two-quarter course sequence whichcovered the history and mechanics of evolutionary theory, andincluded a 12-day field trip to the Galapagos Islands, and asubsequent synthesis of course materials into classroom lessonplans. Teachers' views of the role of evolution in biology didnot change as a result of the program. Less than 50% of theteachers even included evolution in their description of biology,with only two teachers recognizing the unifying role of biology.However, when asked specifically about the structure ofevolution, 50% stated that it was a unifying theme. Despitecourse work specifically on evolution content and its unifyingrole in biology, it seems that teachers are unable to break awayfrom traditionally fragmented views of biology content.

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57.05

PRESERVICE TEACHERS' VIEWS OF THE NATURE OF SCIENCEDURING A POSTBACCALAUREATE SCIENCE TEACHINGPROGRAMFtruce C. Palmnuist Central Washington University and Fred N.Finley, University of Minnesota

The goals of this study were to determine preservice scienceteachers' views of the nature of science and to describe the changesin those views that occur during a teacher education program.Fifteen students in a postbaccalaureate science teaching program ata large university participated in this study. The participants' views ofscience were ascertained by an author-developed survey and afollow-up interview administered before and after the university'sscience teaching methods sequence. Before entering the teachingprogram. the participants had a contemporary view of scientifictheory, knowledge and the role of a scientist and a traditional view ofscientific method. Initially, there was an equal number of traditional,mixed and contemporary views of the oifferent aspects of science.Atter completing the methods sequence. the number ofcontemporary views doubled and the number of mixed viewsdecreased by more than half. The number of participants with anoverall, contemporary view of science rose from two to seven. Sincethere was little instruction about the nature of science, it is possible tomake positive changes in preservice teachers' views of the nature ofscience in a teaching program where contemporary teachingstrategies sucn as conceptual change and cooperative learning aretaugnt.

S7.06

LISTENING TO OTHER VOICES: ADDING COGENCYTO SCIENCE EDUCATION RESEARCH BY BROADENINGTHE THEORETICAL DIALOGUE.Wilialiaidilaidag and J. Randy McGinnis, University ofMaryland at College Park, and Rebecca Pollard, Texas A&M

This symposium uses an experimental, innovative triple-session fon-nat to adv icate the consideration of theoreticalperspectives that are currently being productively used byresearchers in fields typically not referenced in mainstreamscience education literature. The theme of the session will beadding cogency to our arguments In science educationresearch by incorporating alternative conceptual systems Inplanning and implementing research =des. Participants inthe session, In small groups, will rotate through three strandsheuristically identified as Other Voices One, Two, and Three.Each strand will be conducted by a symposium panelmember. These strands will present theoretical perspectivesguiding research practitioners In three separate fields under-represented In science education literature: self-regulatingengaging strategies, performance arts, and transcendingqualitative-quantiative perspectives. The symposium panelmembers will use research study vignettes and meet-the-researcher through direct readings of e-mail communicationand transcribed Interviews.

S7.07

FACTORS RELATED TO SCIENCE FAIR SUCCESSAndrew T. Lumpe and Charlene M. Czerniak, University ofToledo

The researchers focus was to: 1) ascertain students'perceptions about the advantages and disadvantages for sciencefair participation; 2) describe students' perceptions about whomight approve and disapprove of science fair participation; and3) determine the relationship of certain internal and .externalfactors to science fair success. Students listed learning,improving one's grade, and receiving money as advantages andwasted time and hard work as disadvantages. Parents andteachers were listed by many students as approving of sciencefair participation. Using regression modeling, only parentaleducation significantly predicted a portion of the variance instudents' science fair scores (N=302). Factors not relatedincluded attitude toward the science fair, subjective norm,anxiety, GPA, gender, age, school type (public or private), andrequirements by teachers to participate.

S7.07

INFLUENCES ON SCIENCE FAIR PARTICIPANT RESEARCH DESIGNSELECTION AND SUCCESS.Eric J. Pyle The University of Georgia.

The basic purpose of this Investigation is to gain a betterunderstanding of the characteristics of pre-college researchers. byexamining the influences on research design selection and successof International Science and Engineering Fair finalists. The 22participants completed a survey describing the influences on theirresearch activities and methodologies. Further data were collectedfrom artifacts collected from the participants and the Science Service.Data were analyzed using an Interpretive methodology. Of thesample group, 9 received at least one award and were classified as'winner:'. While research design selection was not found to directlyaffect success, winners were less consistent In Identifying their actualresearch designs but more systematic in the utilization of availableresources. In addition, winners relied on the strength of theirresearch methods, while non-winners relied on the general quality oftheir work for success. Participants In general had not with limitedsuccess with non-experimental research designs at previouscompetitions. Distinctions between winners and non-winners can bemade by the consistency of resource utilization and a closer focus onmethodology and research outcome by successful participants.

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S7.07

FROM AN ARISTOTELIAN TO A NEWTONIAN WORLDVIEW:AN INTERACTIVE COMPUTER-BASED MICROWORLD AS AMEDIATIONAL TOOL FOR THE SOCIAL CONSTRUCTION OFSCIENTIFIC CONCEPTS IN HIGH SCHOOL PHYSICSLillian Smith, Wolff-Michael Roth, and Carolyn Woszczyna, SimonFraser University

Using activity structures which combined the affordancesof an interactive software program (a physical microworid) andnew conversational structures (student-student science talkrather than didactic interactions), we supported a variety ofstudent actions on symbolic representations and conversationsabout them and their meanings as Grade 11 studentsmanipulated and observed multiple representations of objects ina microworid. In this context, conceptual change has to bedescribed as cumulative and incremental rather than as discreteand radical. The computer microworld facilitated socialinteractions and joint sense-making in many respects but alsocreated barriers to learning which can be linked to technologicaland physical limitations of the technology.

S7.08

LA UTILIZACION DE LA HERRAMIENTA DE LOSHIPERTEXTOS EN EL DESARROLLO DE SOPORTESDIDACTICOS COMPUTACIONALES PARA LA ENSENANZA DELAS CIENCIASLuciano Barracran. Universidad Central de Venezuela, Venezuela

La ensenanza asistida par computador (E.A.C.). Existen muchasdefiniciones e interpretaciones de la ensenanza asistida porcomputador (E.A.C.) pero la mas profunda par su implication esla que se cita a continuation. (Zam-92): "La E.A.C. hatereferencia a Ia utilizacian interactiva del computador comaherramienta pedagdgica en el centro de una relacion educativaentre alumnos y docentes". Esta interpretation menciona lapalabra computador en el sentido de sistema de computation.Cualquier tipo de sistema de computation esta compuestonecesariamente de "hardware" (computadores, terminales,perifericos, etc.) y "software" (sistemas operativos, aplicaciones.programas, etc.), y Ia E. A. C. no se esr.apa a esta regla.

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S7.08

GUIA GENERAL PARA LA IMPLEMENTACION INICIAL DECARRERAS COPUTACIONALES EN AMERICA LATINARamon Mata-Toledo, Carols A. Reyes-Garcia, y Rat)! A. Sanchez-Guerrero James Madison University, Virginia, Instituto Tecno logic° deApizaco, Mexico y Universidad Nacional Experimental del Tachira,Venezuela

A medida qua nos acercamos al siglo )00, el sistema educativo de lospaises industrializados, por razones econdmicas, politicas y sociales,.esti experimentando una verdadera revolution qua refleja el camber deesas sociedwies hacia Ia 'era de la informatics'. Contrario a estarealidad los parses del terser mundo, y en particular los paiseslatinoamericanos, as ahora cuando se astern incorporando a larevolution tecnologica qua tuvo comienzo a finales de la decada de losaims setenta. Esta situation, aunque parezca desfavorable, °traceciertas ventajas puce permite a los responsables de las politicaseducativas nacionales aprender de los errores qua las sociedades masavanzadas han cometido an cuanto a la estructura y al contonicioprogramatico qua serfa necesario impartir para obtener equiparidad conlos paises a la vanguardia de Ia revolucibn tecnolOgica. Este articulotiene como finalidad identificar aquellas tecnologias, cursos y nocionesfundamentales que puedan producir el mayor impact') en la ensehanzay el aprendizaje y en particular en las carreras computacionales qua, altin y al cabo, sirven de soparte fundamental al motor de la tecnologiamodern, el computador.

S7.08

DESARROLLO DE HABILIDADES BASICAS EN MATEMATICASPARA COMPUTACION: UNA EXPERIENCIA EN CENIDETJ.L. Ramirez Manuel Juarez, y Luis Villa lobos, Centro Nacionalde Investigation y Desarrollo Tecno logic°, Mexico

En este trabajo se expone Ia problematica del CENIDET encuanto a la formation matematica de sus estudiantes en Iamaestrfa de ciencias de Ia computacion. Las principalesdeficiencias detectadas en el area de atematicas de losestudiantes que desean ingresar a la maestrfa son: insuficientedominio de los conceptos principales de caicub, deficienciasenIa construccion de modelos matematicos a partir de situacionesreales, carencia de habilidades para la lectura y comprension deltexto matematico y deficiencia en las estrategias para la solucidnde problemas.


S7.08

ESTRUCTURA MODULAR DE UN SISTEMA TUTORIALINTELIGENTE PARA LA ENSENANZA DE DISCIPLINASTEORICAS Y PRACTICASFaisal Zeidag Universidad de Los Andes, Venezuela

El presente estudio es un enfoque general a un sistema tutorialinteligente para la enserlanza de asignaturas que requiereconocimiento cognttivo y habilidades ffslcas. Este sistematutorial inteligente para la enserianza de disciplines teorico-practices incorpora tecnicas de inteligencia artificial para mejorarel entrenamiento y las habilidades de aprendizaje.

GENERAL SESSION

S8.15

"STRONG OBJECTIVITY": IMPLICATIONS FOR SCIENCEEDUCATION RESEARCHSandra Harding, University of Delaware and UCLA

Are the standards for maximizing objectivity in the sciencescomprehensive enough? Are prevailing research methodspowerful enough to achieve such goals? Few would challengethe fact that not just individual biases but also widespreadhistorically changing cultural assumptions have shaped modernscientific problematics, research designs, Interpretations of data,results of research and, consequently, the picture of nature'sregularities and their underlying causes held both by scientistsand the public. Many scientist and science observers now arguenot for weaker or "different" standards and methods for resolvingthe "objectivity question", but for stronger ones. The gender andpostcolonial analyses provide useful resources for such a project.What implications does the program for "strong objectivity" havefor science education research?

MONDAY -- MORNING

M2.01

TEACHERS' PERCEPTIONS OF TOPICS SELECTED BY BOYSAND GIRLS FOR SCIENCE FAIR PROJECTSEileen D. Bunderson and J. Hugh BairdBrignam Young University

In most classrooms, students have little controlover science topics included in the curriculum.However, teachers' perceptions of students' prefer-ence for science and science topics may influencewhat knowledge and processes teachers promote, andwhat experiences students have in the classroom.Science fairs have allowed students an opportunityto demonstrate a preference for certain sciencetopics over others. Science fair choices of over2300 students were matched with teachers' percep-tions of science fair topics thought most likelyto be chosen by the students. Topics were rankedin order of preference and rankings of students andteachers compared using the Spearman rank-ordercorrelation krho). Teachers' perceptions of whattopics students chose for science fair projectsseldom matched choices made by the students.Teachers' perceptions reflected more gender stereo-typed views of science, and assumed more gender-based diversity in students' choice of topics.

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M2.01

PREPARING GENDER-SENSITIVE SCIENCE TEACHERS.Kate Scantleburv, University of Delaware

This study presents a likely story of a preservice secondaryscience teacher's university experiences to argue forchanges in science teacher education. The concepts"gender-sensitive," "gender -free" and "gender-laden" aredefined and used in a discussion of the how gender isignored and denied by preservice teachers and educatcThe likely story provides an example of the educationalexperiences of one preservice teacher and how thoseexperiences influenced her belief that education should begender -free. Science educators need to provide educationalexperiences for preservice teachers that will help themrecognize that presently education Is "gender-laden" Forchanges to occur in girls' education in schools what isneeded is for preservice teachers to experience andunderstand the importance of a "gender-sensitive"education.

BEST COPY AVAILAPLE

March 26-29, 1994 MONDAY, March 28, 1994 -- MORNING

M2.02

A CONCEPTUAL CHANGE RATIONALE FOR THEDESIGN OF BIOMAP: AN INTERACTIVE HYPERMEDIAENVIRONMENT TO PROMOTE CONCEPTUALUNDERSTANDING IN BIOLOGYSharolvn Belzer University of Michigan

BioMap was designed to meet the criteria for conceptual changewhile providing necessary scaffolding to promote understandingof evolution and natural selection. In a preliminary study onundergraduate non-science majors, students performedsignificantly better on the post-test than on the pre-test (F=60.4,p<.0001). While learning was significant. more than 50% of allstudents resisted changing five of nine major conceptualproblems. Observations of students using BioMap informed theredesign process. The BioMap environment is intended tointeract with student prior knowledge; support navigation,learning and conceptual restructuring; and motivate students toacquire more in-depth knowledge. A second study withundergraduate non-science majors will optimize student learningby (1) encouraging students to use Bio Map more interactivelyand (2) administering strategy and content surveys periodicallyso that students ponder what and how they are teaming. Thispaper will focus on my rationale for content, learning task,guidance and instructional design changes that I elected to makebetween the preliminary study and the Fall intervention, and theimpact these changes have on students' understanding,patterns of conceptual change, and use of BioMap.

M2.02

STAR: A HYPERMEDIA KNOWLEDGEBASE FOR SCIENCETEACHING AND REFORMJoanne Striley & Gail Richmond, Michigan State University

The STAR is a prototype hypermedia knowledgebase forScience Teaching and Reform. The aim of the knowledgebase isto provide prospective elementary and secondary teachers witheffective models of teaching science for understanding. Thecomponents of the teaching models are: unit plans containinglearning objectives, classroom activities and assessmentactivities; videotaped and annotated demonstrations oflaboratory skills and equipment used in the activities; and mostimportantly, videotaped and annotated classroom practice,showing the unit being taught by an experienced teacher in anactual classroom. The model components are flexibly interlinked.n a computer-based hypermedia system. We have studiedprospective elementary and secondary teachers interacting withthis system in teacher education classes. This formativeevaluation study sheds light on how to capture and represent'expert models' of teaching practice for use with preserviceteachers.

M2.02

STUDENTS DESIGNING HYPERMEDIA INSTRUCTIONALMATERIALS AS A MEANS TO BECOMING BETTERLEARNERS

Michele Wisnuclel and Jeff Spitulnik, University of Michigan

The use of hypermedia technology in science classrooms hasgreat potential for enhancing both subject matter understandingas well as cognitive and social skill development. The theoreticalrationale for students designing and constructing instructionalhypermedia artifacts in chemistry classrooms is examined with afocus on motivational issues, the use of cognitive strategies ininstructional design activities, and the resulting chemistryconcept development of high school students. Eighty-eight highschool chemistry students in tha 1992-1993 school year wereinstructed in instructional design principles as they constructedhypermedia artifacts. Pairs of students created hypermediainstruction to teach their peers about the chemistry of an elementof their choice. The hypermedia constructions were evaluated todetermine the effects the project had on students' understandingof chemistry concepts as well as their cognitive skilldevelopment. Results indicate students effectively incorporateinstructional design elements into hypermedia artifacts as well aspresent multiple representations and make connections betweenrelated concepts. The complexity of the artifacts and the use ofinstructional design principles indicate that such activitiescontribute to students' robust concept development.

M2.03

NEGOTIATING UNDERSTANDING IN A HETEROGENEOUSHIGH SCHOOL BIOLOGY CLASS: THE STORIES OFTHREE SPECIAL EDUCATION STUDENTSMarcia K. Fetters,Michigan State University; LarryBurgess, Holt High School

This study tells the stories of three special education studentsin a heterogenous high school biology class. These storiesfocus on the role of student negotiation with science contentand the classroom science community. Within this process ofnegotiation we explore the following questions: What are theconditions, characteristics and limitations which affect a specialeducation student's ability to negotiate their roles in a schoolscience community ? What are the implications for studentengagement in the class? What are the implications fordeveloping scientific understanding? These case studiesillustrate the difficulty that arise when students learn science inmixed ability classes. As these cases illustrate there are stillmany barriers to acheiving the goal of true scientific literacy forall students.This study takes place in a heterogeneous tenth grade biologyclass. Three special education students were included in aclass of 24 students. This class was taught by a high schoolbiology teacher, with assistance of a science educationdoctoral student. The class was taught using a conceptualchange model of instruction.

MONDAY, MARCH 28, 1994 -- MORNING NARST Meeting

M2.03

ARE WE SMART ENOUGH TO LEARN SCIENCE?Sunethra Karunaratne and Diana I. Marinez, Michigan State University

This study investigated the influence family and community cultures onthe teaching and learning of science in an after school program. TheFamily Science Project provided an environment for third and fourthgraders to learn science with parents, adults and middle school students.The middle-school students called "Junior Scientists" assistedelementary children and at the same time learned science with them andwith the adults. The participants.(20) were interviewed at the beginningof the program and at the end of one "ear. All the Family Sciencesessions were observed by the researcher taking descriptive field notes.Students' and parents' logs were also collected. Results indicated thatself-esteem of children as well as their parents had gone up anddeveloped good habits of mind. The assistance given by "JuniorScientists," and wearing white lab coats provided a conduciveenvironment for younger children to learn science and a positive image ofthemselves as "scientists." The interaction with the younger children hadhelped develop a positive attitude toward science and meaningfulscience skills can be imparted in a non formal environment. The parentswho participated believed that this intervention helped to direct childrento being more attentive in their science and math.

M2.03

HIGH SCHOOL STUDENTS' CONCEPTIONS OF THENATURE OF SCIENCE.=Wawa Michigan State University.

The purpose of this research is to delineate patterns instudents' conceptions of the duties and goals ofprofessional scientists compared to their own responsibilitiesand desires as students in a science classroom. The dataconsist of Interviews with tenth-grade biology students nearthe end of a semester course In introductory biology. Theinterviews were eYamined for conceptions of objectivity andisolation and community in scientific practice and thought.The notion of curiosity emerged as a vital aspect of the workof scientists. The results indicate that students bring to theirinterpretations of science a com3lex of stereotypical,idealistic, optimistic, and personalized visions. Theyconsider social and school representations of science In theirconstructions, but they do not uncritically accept a naiveversion of the "typical scientist" or of the purposes of sciencein society. The distinction these students make betweenprofessional science and school science is that scientistswork to discover and create, while students are expected tolearn what has already been discovered and created. Thispossibly necessary difference may disallow many studentsfrom experiencing authentic and personally useful learning inthe classroom.

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M2.03

SCHOOL SCIENCE: BEYOND BLIND FAITH?Kenneth Tobin, Florida State University and CampbellMc Robbie, Queensland University of Technology.

The study employed an interpretive methodology of twoteachers, a physics class, and a chemistry class. Although theteachers differed from one another in the way tney thoughtabout teaching and learning, and even though the classeslooked quite different from o ne another, both classesemphasized memorization of facts and algorithms for gettingcorrect answers. Prior knowledge of students did not seem to betaken into account in the learning process, either by students orby teachers. Instead, science knowledge had a stamp ofapproval and was accepted as true without question, even if theknowledge was counter-intuitive. In both classes teachers andstudents were disempowered with respect to the "voice" ofscience. Students were not given the chance to test the viabilityof knowledge claims. Instead, teachers and students acceptedscience knowledge on faith and set aside their own intuitionswithout question. Whereas there are few of us that would acceptthis as what we want school science to be like, there are also fewwho are prepared to tackle this issue that is inextricably linkedwith a world culture that focuses on achievement on tests ratherthan understanding, and content coverage at the expense oflearning.

M2.03

PERMEABILITY OF STUDENTS' WORLD VIEWS TOTHEIR SCHOOL VIEWS

Bruce G. Waldrip and Peter C.S. TaylorCurtin University of Technology

The purpose of this study was to examine in a developingcountry context: (a) the traditional world view explanations ofnatural phenomena held by parents and students; (b) their schoolview explanations of natural phenomena; and (c) whatinteractions exist between the traditional and school views. Thisstudy builds on past research by examining the permeability ofstudents' world views to the official Western school views. Thisethnographic study involved interview and case study techniqueswith six village elders and 15 high school siblings in a SouthPacific country. Ongoing analysis of the preliminary data revealthat both parents and students hold similar world views aboutnatural phenomena. This study is important in that it shows thatworld views can be largely impervious to school views.Adaptauon of the traditional world view was found to be due tothe perceived material advantage to be gained from adopting theschool view.

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M2.03

SHIFTING SANDS: RENEGOTIATING THEDISCOURSE OF LOWER TRACK HIGH SCHOOLSTUDENTS.

Randy Yerrick, East Carolina University.

The purpose of this study was to examine how shifts instandard classroom discourse patterns would beunderstood by lower track science students. Theresearcher videotaped his daily efforts to re negotiatethe classroom environment to that more representativeof a scientific community. This is paper is an analysisof the implicit obstacles inherent to shifting classdiscussions to classroom arguments examining tentativehypotheses. Discourse analysis of the argumentsindicated that students have inserted struggles for socialstatus into classroom arguments about scientific ideas.

M2.04

IMPLEMENTING AND ASSESSING INTEGRATED SCIENCE ANDMATHEMATICS CURRICULA: REPORTS FROM TWO STATESjoura_N. Roaers, North Carolina State University; Vickie M. Williamson,Illinois State University; Susan L Westbrook, North Carolina StateUniversity; and Robert L Fisher, Illinois State University.

Two papers are presented. The first paper reports a study designedto help teachers (a) use curriculum and pedagogy that moreadequately reflect the needs of their students, (b) develop curriculumto move out of the textbook and into the laboratory. and (c) assiststudents to develop a "habit of mind" characterized by positingthoughtful questions, engaging in conceptual reflection, andgenerating and testing hypotheses. Project results support thecontention that teachers benefit from their involvement in thedevelopment and implementation of curricular materials. The secondpaper reports a formative evaluation of the Integrated Mathematics,Science, and Technology (IMaST) program for seventh gradestudents. A total of 512 students from five slates attended threeperiods of IMaST each day in place of traditional classes. Studentattitudes, understandings, and problem-solving abilities, along withthe perceived degree of 'Integration' were investigated. Findings arepositive; IMaST students do make connections between thedisciplines. Information from this evaluation will be used for therevisions to be made prior to tne scheduled Reid Testing in twentyadditional schools during the 1994 -1995 school yew.

M2.05

INCREASING THE BREADTH AND DEPTH OF RESEARCH INSCIENCE TEACHER EDUCATIONilicanaamilana Vincent N. Lunette, Penn State Univ. & Panel

Problems and issues in science teacher education are complex,and meaningful progress will be more probable when scienceteacher education policy and practices are informed by rigorousana levant research and scholarship. This symposium wiilpromote dialogue about important scholarly questions thatshould be addressed in science teacher education research.Reform Issues such as policy, equity, diversity, nationalstandards, certification, ethics, supervision, and school universitypartnerships, are very visible in the contemporary educationliterature and have implications for science teacher educationresearch. Research in the cognitive sciences has suggested thatlearning is a constructive process. Reform of science teachereducation delivery systems and institutions is implicit in HolmesGroup and NCATE initiatives and in the gulf that continues toseparate many in the science and science educationcommunities. A central question guiding the discussion of thissymposium shall be: How can these concerns and perspectivesbe studied and applied in research on the education of teachersof science? The panel Includes individuals in the scienceeducation research community with special expertise in elementsof research, science teacher education, and academicadministration. Each will present a brief position statementoutlining perspectives on research needs, opportunities, andresources in science teacher education research.

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M2.06

SYSTEMATIC REFLECTIVE TEACHER RESEARCH IN EDUCATIONALREFORM IN SCIENCE.Mary Jo McGee-Brown The University of GeorgiaMary Ann Brearton American Assoc. for the Advancement of ScienceBernard Farces San Francisco School DistrictDanine Ezell, San Diego School District

The purpose of this study was twofold: 1) to understand from multipleperspectives the development, implementation and impact ofsystematic reflective teacher research in a national 7eforrn effort Inscience literacy; and 2) to enhance teacher collaboration and sharingof teacher research findings from science contexts. The collaborativemodel which underpins this teacher research and the interpretiveinquiry workshops will be discussed. Approximately 25 educators ateach of six sites participated in Interactive workshops to learn andpractice teacher research mChods such as interviews, questionnaires,participant observation, documents, and logs. Educator data includesystematic reflections of teacher research workshops, understandingsof science concepts, Project 2061 science teaching reform andresulting professional development, and different roles of systematicreflective teacher research in science teaching. Teachers engagingIn systematic reflective inquiry report that It becomes an integral partof their teaching-learning process. Student data include perceptionsof various aspects of science, understanuings of science concepts,questions about science, and reflections on science learning.

M2.07

EFFECTS OF A METEOROLOGY INSERVICE PROGRAM ONTEACHERS' BELIEFS AND BEHAVIORSThomas R. Koballa. Jr. and Eric J. Pyle, University of Georgia

The goals of the study ware to document the reactions ofparticipants (n-8) to a three-week summer inservice course andto assess the impact of the course on the participants' beliefsabout teaching meteorology and their meteorology teachingbehaviors. Data for the study consisted of (1) videotapes ofteachers teaching meteorology to their students and interactingwith colleagues about the information learned during the summercourse, (2) fieldnotes complied by researchers, (3) artifacts fromthe participants' classrooms, and (4) an end of coursequestionnaire. An interpretative research methodology wasused to analyze the data. Results indicated that the inserviceexperience was successful in improving the teachers'understandings of basic meteorological concepts and causedthem to analyze their beliefs about the role of meteorologyinstruction. But, the culture of the school in which theparticipants work affected their attempts to implement theirbeliefs. The alignment between teachers' beliefs and theirteaching behavior was aided by the collegial support provided bythe participation of two or more teachers from a single school.

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M2.07

IMPACTING THE CLASSROOM: ASSESSING THE IMPACT OFAN ENHANCEMENT IN ELEMENTARY SCHOOL SCIENCEWORKSHOP ON PRACTICE

Bruce E. Perry, Miami University

To assess the impact of a three-week summer workshoppromoting elementary science teaching as an inquiry oriented,content-rich, and socially relevant activity on the classroomenvironment. participants completed the IndividualizedClassroom Environment Questionnaire (ICEQ) (Fraser, 1989) atthe beginning and the end of the workshop, and after returningto the classroom. The results show that there was a significantdifference (p > 0.01) between the means for all scales whencomparing the means reported from the Pre-Workshop ICEQ withthe Post-Workshop ICEQ, that three of the scales showed asignificant difference when comparing the Post-Workshop ICEQwith the mean response on the Delay Post-Workshop ICEQ, andthat three other scales showed a significant difference when themeans for the Pre-Workshop !CEO were compared with themeans for the Delay Post-Workshop iCEQ. The importance ofthese results is that there were significant changes in theperceptions of the participants as a result of their participation in asummer enhancement workshop and that these changes inperceptions of the learning environment remained in effect asthey went back to their classrooms in the fall.

M2.07

USING QUALITATIVE AND QUANTITATIVE DATA TOINTERPRET THE IMPACT OF A LONGITUDINALELEMENTARY SCIENCE IMPROVEMENT PROJECT

J. Nathan Swift, Suzanne Weber, Barbara Beyerbach, C.Thomas Gooding, and P. R. Swift, State University of NewYork at Oswego

The Project SMART "Kids at Work" program is aninnovative model designed to improve school science andmathematics instruction utilizing the cooperative resourcesof industry and higher education. This study utilizedparticipant observation, and student interviews, and abroad scale assessment in 70 classrooms to access theeffectiveness of the program. It was found that theimproved attitudes observed in the two classrooms wassupported by the large scale attitude survey administeredto all fourth grade students in the county. It appears thatteacher teams supported by content specialists frombusiness, industry, and the university, who are broughttogether to develop the "Kids at Work" units, can have apositive impact on children's attitudes towards science andits usefulness in everyday life.

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March 26-29, 1994 MONDAY, March 28, 1994 MORNING

M2.08

COMO UTILIZAR LA HISTORIA DE LA MATEMATICA ENUNA CLASE A NIVEL MEDIO SOBRE NUMEROSIRRACIONALESEgbetto Agard, Universidad de Panama, Panama

El presante trabajo tiene como objetivo proporcionar al profesorde matematica de navel medic ideas de coma, con el apoyo dela Historia de Ia Matematica, el docents puede disertarsituacionese didacticas que le permitan desarrollar con exitoalgunos tapicos en ese nivel. Se presenta el caso especifico deraiz de dos como primer n6mero irracional: iniciamos con lasaproximaciones obtenidas mediante el use del algoritmobabil6nico y ciertos resuttados de la investigacion cognitive sobreeste topic°. Finalmente se formulan algunas recomendacionesal profesor relatives a las consecuencias del tema.

M2.08

PRECONCEPCIONES Y SUS RELACIONES ANTESITUACIONES EXPERIMENTALES SOBRE CONCEPTOS DEPRESION Y FLOTACIONM. H. Covamibias. C. F. Flores, C. L. Gallegos, M. E. Vega,G. M. Rosas, y T. D. Hernandez, Universidad NacionalAut6noma de Mexico. Mexico

En esta investigacion se analizan las preconcepciones deestudiantes del nivel media superior existerttes sabre losconceptos de presian y flotacion ante dos situacionesexperimentales. La muestra analizada pertenece a 10 plantelesdel sistema de educaciOn media superior de Ia UniversidadNacional AutOnoma de Mexico. De entre ellas siete con elcurriculum de Escuela Nacional Pteparatoria y tres con elcurriculum del Colegio de Ciencias y Humanidades. La muestrade 300 estudiantes fue elegida de acuerdo a su rendimientoescolar (alto y bajo), a los que les fue aplicado un cuestionariocan 14 reixtivos sabre presiOn y flotaciOn de los cuales 7 estanrelacionados con dos actividades experimentales. De dichamuestra se seleccionaron 30 estudlantes qulenes fueronentrevistados ante un problema experimental. A partir de unanalisis categorial se determinan preconcepciones que sonprecisadas con las entrevistas y se analiza 6 qua papal tienen enlas explicaciones ante una situaclOn experimental. En particularse determinan las formes de inferencia e interpretacion de loobservado en funcion de las preconcepciones encontradas.

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M2.08

INDUCCION MATEMATICA: RAZONAMIENTO PLAUSIBLEGuadalupe de Castillo, y Jorge Hernandez, Universidad dePanama, Panama

En el presente trabajo se resatta Ia importancia del proceso deobservacidn que Ileva a una conjetura (razonamiento plausible),en Ia ensertanza del Principio de Induccian Matematica comometodo de demostraci6n. Se aplica una prueba a una muestrade estudiantes universitarios de maternatica Ia que corrobora la.existencia de dificultades en la construccidn de las conjeturasque se desean validar por el Prinaipio de Induccidn Matematica.

M2.08

CONSTRICTORES CONCEPTUALES Y PROCESOS DERAZONAMIENTOC. F. Flores, M. H. Covarmbies, C. L. Gallegos, M. E. Vega,G. M. Roses, v T. D. Hernandez, Universidad NacionalAut6norna de Mexico, Mexico

Se identifican en las ideas de estudiantes de nivel medicsuperior las preconcepciones y aspectos metalogicos queregulan el razonamiento de los estudiantes en funci6n degenerar una interpretacidn de los fen6menos ffsicos. La muestraanalizada, pertenece a 10 planteles del sistema de educacianmedia superior de Ia Universidad Nacional Aut6norna de Mexico.De entre ellas siete con el curriculum de la Escuela NacionalPreparatotia y tres con el curriculum del Colegio de Ciencias yHumanidades. La muestra de 300 estudlantes fue elegida deacuerdo a su rendimiento escolar (alto y bajo), a los que les fueaplicado un cuestionario con 14 reactivos sobre preskin yflotaci6n. De un andlisis categorial as posible establecerrelaciones entre los conceptos constrictores y sus estrategiasmetalogicas como elementos reguladores del pensamlento.

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M2.09

SCIENCE TEACHING SELF - EFFICACY BELIEFS: RECENTSTUDIES AND SUGGESTIONS FOR FUTURE RESEARCH.Larry Enochs, University of Wisconsin - MilwaukeeIris M. Riggs, California State University - San BernardinoLinda Ramey-Gassert, Kansas State UniversityMargaret G. Shroyer, Kansas State University

This symposium focuses on science teacher self-efficacy beliefsresearch. Four papers will address the following topics:construct definition, measurement and past research; scienceteaching self-efficacy development in a teacher enhancementcontext; qualitative assessment and validation of the self-efficacyconstruct in a teacher preparation setting; and the developmentof self-efficacy in an innovative teacher preparation program andemerging research questions.

M2.09

SCIENCE TEACHING SELF-EFFICACY BELIEFS: RECENTSTUDIES AND SUGGESTIONS FOR FUTURE RESEARCH.Larry Enochs, University of Wisconsin - MilwaukeeIris M. Riggs, California State University - San BernardinoLinda Ramey-Gassert, Kansas State UniversityMargaret G. Shroyer, Kansas State University


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M2.09

SCIENCE TEACHING SELF-EFFICACY BELIEFS: RECENTSTUDIES AND SUGGESTIONS FOR FUTURE RESEARCH.Larry Enochs, University of Wisconsin - MilwaukeeIris M. Riggs, California State University - San BernardinoLinda Ramey-Gassert, Kansas State UniversityMargaret G. Shroyer, Kansas State University


M2.09

SCIENCE TEACHING SELF-EFFICACY BELIEFS: RECENTSTUDIES AND SUGGESTIONS FOR FUTURE RESEARCH.Larry Enochs, University of Wisconsin - MilwaukeeIds M. Riggs, California State University - San BernardinoLinda Ramey-Gassed, Kansas State UniversityMargaret G. Shroyer, Kansas State University


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M2.10

CHILDREN'S MENTAL MODELS ABOUT STARS.Mei-Hunq Chiu Shueh-Chin Wong, and Ing -Shyan Chern, GraduateInstitute of Science Education, National Taiwan Normal University.

This paper presents the results of an empirical study which investigatedfourth and seventh graders' conceptual knowledge about the stars andthe relationships among the stars, moon, sun, and earth. About ninetystudents of each grade were asked to answer a series of open-endedquestions about the sizes, shapes, components, and movement of thestars. Thirty students were drawn from each grade and then individuallyinterviewed by the researchers to further confirm their responses to thequestions. All interviews were videotaped for later transcription andanalysis. There are four major findings. First, about 75% of the seventhgraders know the order of sizes (Sun>Earth>moon), whereas only 34.4%of the younger children know the sun is the biggest. Second. 43.3% ofthe younger children think that the Earth is bigger than the Sun;however, only 8.6% of the seventh graders do. The seventh graderswere more able to use scientific explanations; while the youngerchildren's explanations were based more on ego-centered points of view.Third, the younger children answered that the stars are ;he smallest,whereas the older children were able to consider the stars with differentsizes (such as bigger than the sun). Fourth, the seventh gradersconsider the stars are the farthest then the Sun and the moon (51.6%);while the younger children consider the stars are the closest th_n themoon and the Sun (23.3%). A few of the younger children evenconsidered the Sun to be the closest of the three (21.1%).

M2.10

A COMPARISON OF SELECTED MARINE ECOLOGY TOPICS ANDSOURCES OF KNOWLEDGE AMONG FOURTH CIRADE RESIDENTSOF COASTAL AND INLAND SOUTH TEXAS COMMUNITIESRobert B. McDonald and Lowell J. Bethel, The University of Texas atAustin

The purpose of this investigation was to compare the knowledgeregarding marine organisms and their feeding relationships offourth grade residents of one coastal and one inland communityin south Texas and to generate grounded theory concemng theparticpants' construction of such knowledge. Four male and fourfemale students were randomly selected from the fourth gradepopulations at one coastal and one inland site(n=16). Both free -recall and stimulated clinical interviewing strategies wereemployed to examine each participant's knowledge of theselected topics. Participant responses were compared acrossthe variables of gender and region of residence. Overall, coastalresidents were aware of more marine organisms than wereinland residents, especially those organisms native to the watersnear their home community. Gender was not shown to be asignificant variable. Students from both groups were found torely upon a limited number of critical physical attributes to identifymarine organsisms. A majority of the most commonly namedorganisms were those that the participants identified as beingdangerous to humans. All of the participants were found to relyprimarily upon a size-dependent, predator dominated "big fisheat little fish" framework when constructing understanding ofmarine trophic relationships.

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M2.10

MIDDLE SCHOOL STUDENTS' EXPLANATIONS OFGLOBAL WARMING: APPROPRIATE ANDINAPPROPRIATE CONCEPTIONS FOLLOWING STSINSTRUCTIONJames A. Rye and Peter A. Rubba, Penn State University, andRandall L. Wiesenmayer, West Virginia University

The purpose was to investigate middle school students'understandings of global warming (GW) following instructionusing teacher developed science-technology-society (STS) units:Students' perceptions of connections between GW and ozonerelated environmental problems also were examined. Subjectswere 26 students enrolled in grades 6-8. Standardized open-ended interviews were conducted within one month followingunit instruction. The content and frequency of student responseswas determined and student understanding of GW was assessedusing an expert concept map. The majority of students gaveevidence that taking action to resolve GW is important and wereaware of a variety of actions. However, the majority of studentsalso held the inappropriate conception that the ozone hole is amajor cause of GW; more than one-third implied CFCs role inGW was limited to destruction of ozone and that carbon dioxidedestroys the ozone. These and other limited conceptions haveserious implications for student understanding of GW andsuggest that ascertaining students' existing views of GW andozone is a prerequisite to GW instruction.

M2.11

TEACHERS' KNOWLEDGE OF SOCIOLOGY OFSCIENCE.chriginam_rinningharn, Cornell University

This paper expands the prevailing conception ofpedagogical content knowledge to Incorporate contem-porary views of the sociology of science. The utility ofthis conception Is then demonstrated h a study ofInterdisciplinary science teaching by teams of secondaryscience teachers. I describe what Is meant by a socio-logical understanding of science (SUS), drawing uponboth the literatures on teacher subject-matter knowledgeand a recent review of sociology of science and itsImplications for education. I present findings from adoctoral study Investigating the Impact of SUS onteachers' Instructional planning and school-year Imple-mentation of Innovative Interdisciplinary curriculumprojects. Finally, I outline implications of this research forInservice and preservice teacher education, In the lightof recent reform Initiatives that call for greater attention Inscience teaching to the social context and application ofscience .

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M2.11

MULTICULTURAL SCIENCE EDUCTION: MAPPING TEACHERS'EPISTEMIC TERRAIN IN RELATION TO POWER, PURPOSE ANDTHE GOALS OF MULTICULTURAL SCIENCE EDUCATION.Deborah Tippins, University of Georgia: Sharon Nichols, Florida StateUniversity: Denise Crockett, University of Georgia.

Lillie has been written in science education research concerning howscience teachers locate themselves culturally and perceive their ownexperiences In learning in relation to their beliefs aboutmulticulturalism in science teaching. The purpose of this study wasto lavestigate science teachers' epistemological perspectives andtheir beliefs about science teaching in relation to conceptions ofculture, issues of power, and knowledge of the goals of multiculturalscience education. Teacher participants in the study were fromculturally diverse backgrounds including: Mennonite teachers in ruralprivate schools, Navajo and Hopi teachers in public reservationschools and teachers from a predominantly white, southern, urbanschool. This interpretive study utilized qualitative methods of datacollection and analysis. Case studies involving teachers from eachsetting are used to illustrate central understandings derived from thestudy. Key findings of the study include the way in which teachers'world views reflect conceptions of power and culture in relation to"transmission" or "constructivisf Jeliefs about science teaching andthe contextual nature of what was perceived by participants to bemeaningful and empowering in terms of science learning.

M2.12

SCIENCE EDUCATION IN DEVELOPED AND DEVELOPINGCOUNTRIES FROM THEORY TO PRACTICE: ASYNTHESIS OF THE INTERNATIONAL CONFERENCEHELD IN JERUSALEM JANUARY 1993Avi Hofstein, Weizmann Institute of Science, Israel and GeoffGiddinas, Curtin University of Technology, Australia

In January 1993 an International Conference was held inJerusalem. The title of the conference was Science educationin developing countries from theory to practice. About 350participants from 50 countries (both developed anddeveloping) met to discuss issues and concerns regarding fourimportant strands: "The student", 'The teacher, "Theclassroom" and "The curriculum". The main goals of thisconference were to: review past experiences about theory andpractice of science education In both developed anddeveloping countries; identify factors influencing successfulpractice of science education in different parts of the world;identify priorities for science education research anddevelopment in the 21st century: The question as to how toattain these goals was contained in the subtitle of theconference namely "from theory to practice". The symposiumwill provide a critical analysis of these goals and will focus onthe relationships between theory and practice in scienceeducation in both developed and developing countries.

M2.13

CULTURE: IMPLICATIONS FOR TEACHING

Mari M. Atwater, The University of Georgia; Alejandro GallardNlortinet,Florida State University; Pamela F. Alder, New York University; RandyMcGinnis, University of Maryland

The purpose of this panel is to discuss culture and its implications forteaching based upon research conducted in three different types of schoo/ setting:urban, city, and international. Since the key elements in schooling are believed tobe the leacher, the learner, the curriculum, and the context, and evaluation(Novak & Cowin, 19114), more research is needed on how the teacher's andlearner's cultural beliefs and values influence the science learning in theclassroom. Many schools in this country are diversifying, while other schoolshave teachers whose cultures are different from the cultures of their students. Insome schools in this country ants the world, the teachers' and students' cultureare similar. How then do teacher beliefs and value systems about the culture oftheir students influence their actions in the learning? How are decisions made byscience teachers in these kinds of classrooms? What kinds of science curriculaare used in the science classrooms that are bicultural or multicultural? Finally,how do you get teachers to be willing to have their science teaching be influencedby their students' culture? These questions and others have been raised by thefour panelists in their research in teacher education.All of these panelists will share their different findings; however one finding isthat teachers must become sentitireel to the need to consider their students'culture and then become knowiedgeaMe and develop skills to consider the culturesof their students in their classrooms. The development of the knowledge andskills to accomplish this cannot occur in one day workshops, but evolves overtime.

M4.01

DIMENSIONS OF GENDER-INCLUSIVENESS: HIGHSCHOOL STUDENTS' ATTITUDES AND PERCEPTIONSABOUT SCIENCE, MATHEMATICS AND ENGLISHLeonie Rennie Lesley Parker, Mary Kepert, Leonie Maley,Kerry Mollett, Sue Stocklmayer, and Joanne rims, CurtinUniversity of Technology

This study investigated students' affect about science,mathematics arid English and their perceptions of the natureof classroom interaction and behavior in their typical science,mathematics and English classrooms. Measures weredeveloped in an attempt to establish from an interpretationof students' perceptions, the extent to which subjects andclassrooms were gender-inclusive. Data were collected fromnearly 2000 high school students, 8th through 12th grade,using matched instruments for science, mathematics andEnglish. Analysis of the data revealed that generally, maleshad more positive affect about science and mathematicsthan did females, and the reverse was true for English. Theexistence of clusters of classroom behaviors as studentsperceived them was also revealed, and within these clusterssex differences were detected consistent with thosereported in the literature. The purpose of the round table isto facilitate critical discussion of the value of this kind of datain research on thegeruier-inclusiveness of classrooms.

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M4.02

Visions of Science Education in the New Century: Issues Relatedto the Uses of Technology

Betelllieeelml. Vanderbilt University-, Jay Lemke, CUNY; CarlBerger, University of Michigan; Steven Hodes, University ofWashington; David Jackson, University of Georgia; MichaelKlepper, Ohio State University; Bill Baird, Auburn University

Every technological advance is nominated as the next savior ofAmerican education. Rlm, radio, television, and even airplaneshave in their time been promoted as our deliverance fromeducational mediocrity, inconsistency, inequity, and/orinefficiency. Recent experiences with microcomputer networksand, more recent still, with virtual-reality based curricula seem tohold promise for a significant change in practice. It is doubtful,however, that the promise can be fulfilled wkhin the largertechnology constituted by the values and practices of existingschool organization. The symposium v111 attempt to create adialogue between the panel members and the audience aboutshared visions of what science education.could took Ike in thenew century. The symposium will attempt to address questionsand issues related to the increase in research and developmentactivity in using technology in science education and providesome indications from both the cognitive science and technologyliteratures of pathways that might be most productive.

M4.03

SHIFTING TO AN INQUIRY BASED CLASSROOM:EFFECTS AND RE-COMMENDATIONSMelissa J. Erickson Edwin F Taylor, & Unda S. Shore,Polymer Center Education Projects, Boston UniversityPaul Hickman, Belmont High School

The purpose of this study was to document the effects ofusing materials based on current scientific research in thehigh school science classroom. A teacher and his studentsin two consecutive academic years were observed. Throughthe use of ethnographic field notes, a shift In the type ofguidance the teacher offered his students was recorded.During the second year the teachers guidance strategyclosely resembled the model of 'cognitive apprenticeship'.This change in teaching strategy was observed to effectstudent behavior and concept development. Studentbehavior was documented through time coded field notesand concept development was monitored through the use ofstudent concept maps.

M4.03

TRENDS IN BIOLOGICAL EDUCATION: TEACHING, TEXT-BOOKS AND EVOLUTION. Thomas M. Mastrilli andSandra B. Bobick, University of Pittsburgh

This paper presents a critical examination ofstandard biology textbooks from 1890 to 1980,with a focus on how evolution-related informationwas treated and a parallel examination of thebiology curriculum of the same period. Theanalysis centered on documenting scientific think-ing of the time, and providing an historical per-spective of the teaching, textbooks, and treatmentof evolution for a given period. This examinationprovided a framework within which specific rec-ommendations of various committees could be re-viewed. Results of the analysis center on threemajor themes: 1) sporadic treatment of evolu-tion, 2) partial implementation of committeerecommendations at the classroom level, and3) a significant lag time between ned conceptsand their appearance in the curriculum and text-books.

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M4.03

THE NATURE OF EXEMPLARY PRACTICE IN SECONDARYSCHOOL LABORATORY INSTRUCTION: A CASE STUDYINVZ-STIGATION.

William F. McComas. University of Southern California

This study investigated how exemplary laboratory secondaryschool instructors organize and implement laboratoryinstruction by explonng their rationales, goals andpedagogical knowledge. Highly-skilled laboratory teacherswere identified by using an initial literature-based list ofcriteria for excellence. Qualitative data sources included in-class observations, videotaping, on-site field notes, inspectionof lesson materials and interviews. Quantitative data wereprovided by measures of group engagement time andteacher behaviors obtained with the Science LaboratoryInteraction Categories instrument.

Each exemplary teacher is represented by A cue-studyderived from data provided by the observations, interviewtranscnpts and measures of teacher-student interactions. Arefined list of criteria for exemplary practice based on thecommon practices, attitudes and knowledge held by thesubjects was developed based on generalizations seen.


M4.03

ASSESSMENT AFFECTS INSTRUCTION: A THIRD GRADESTUDIES DOLPHINS AND ENVIRONMENTAL ISSUESBetty Wier, University of DelawareJean Leach, West Park Place Elementary School

The objective of this paper is to (1) examine third graders' ideasabout dolphins and related environmental issues as assessedpre and post instruction through clinical interviews; (2) explainhow the interview responses influenced the teacher'sinstruction: and (3) describe how a whole class assessment wasdesigned which would permit the teacher to assess students' preand post instruction understandings using an attemative to timeconsuming individual interviews. One half of the students in athird grade class involved in the study of several topics related byan environmental theme were interviewed about dolphins.Interviews included questions about dolphincharacteristics/classification, and ethical and environmentalissues. Although post interview responses indicated generalgains in knowledge, there were some cases where alternativeconceptions appeared. For example, students who previouslyclassified dolphins as animals now described them as moremammal than animar Based on the student post interviewresponses, lessons were revised and a written alternativeassessment was developed.

M4.04

CONCEPT LEARNING AND PROBLEM SOLVING INHIGH SCHOOL CHEMISTRYRosemary F. Leary, Mesa CommunityCollege

This study investigated the relationshipbetween concept learning and problemsolving in traditional and in conceptmapping chemistry classes. Five intactclasses of students, all of whom had thesame teacher, participated in the study.Students were assessed in verbal,spatial, quantitative, and scientificreasoning. Pre and posttests inchemical composition and stoichiometrywere also given. Results indicated thatthe students who used concept maps andwho had TOLT scores of 5 to 9outperformed similar control students inconcept learning. Differences were alsofound between the correlationcoefficients for each of. the fourcog.litive attributes and conceptlearning and problem solving achievementfor each of the two groups.

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BEST COPY AVAILABLE

M4.04

THE NATURE OF FOURTH GRADERS' UNDERSTANDING OFELECTRIC CIRCUITS AND THE ROLE OF ANOMALOUS DATA.Daniel P. Shepardson, and Elizabeth B. Moja, Purdue University.

This investigation involved a case study of the nature of fourth gradechildren's understanding of electric circuits and how their understandingsprovided them with frameworks for interpreting data derived from theobservation and manipulation of electric circuits. The consistency, detail,and coherence of children's understandings influence the power of theirframeworks for interpreting electric circuit data. The study elucidateshow children's interpretive frameworks of electric circuits allowed themto recognize data as anomalous. supportive, or erroneous. Specifically,the importance and role of anomalous data in creating conflict,

challenging children's interpretive frameworks was investigated.Preliminary findings suggest the following emerging patterns: 1.

Children's interpretive framework of electric circuits are reflected in theconsistency, coherence, and detail of their understanding. 2.Theconsistency, coherence, and detail of children's understandingsinfluenced their interpretive frameworks, and thus, their ability to viewdata as anomalous, supportive or erroneous. 3.Children whoseinterpretive frameworks enabled them to view the electric circuit data asanomalous were challenged to change their understandings of electriccircuits. 4.Children whose interpretive frameworks enabled them to viewthe electric circuit data as supportive evidence were not challenged tochange, but to modify or reinforce their understandings of electriccircuits.

M4.04

USE OF TEACHING EXPERIMENT METHODOLOGY TOSTUDY THE DEVELOPMENT OF REASONING INLABORATORY / PRACTICAL INVESTIGATIONS.

Ed van den Berg Vrije Universiteit, Amsterdam, NetherlandsNggandi Katu, Universitas Kristen Satya Waca ".a, IndonesiaVincent N. Lunetta, Penn State University, USA

A leaching experiment' design was used to investigate in detailthe development of a student's conceptions of electric circuitsand the development of his related reasoning . This paperreports the results of a study with one Indonesian tenth gradestudent who was interviewed in three one hour sessions todetermine the status of his conceptions. Later the leacher-researcher' conducted five one hour teaching-interviewsessions during which the student developed his conceptions.In the teaching sessions, the student investigated circuitscontaining batteries, bulbs, and resistors which he designed, setup, and studied in dialogue with the teacher-researcher. Allinterviews were video taped, transcribed, translated (fromIndonesian) and validated by observers. Throughout the seriesof interviews the student's attitudes toward physicsinvestigations and his reasoning about them changed markedly.The student became more confident and proficient in using theinvestigations to improve his knowledge structure. Changes inattitudes and reasoning and the ways used to assess thosechanges are described in the paper.

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March 26-29, 1994 MONDAY, March 28, 1994 MORNING

M4.04

THE RELATIONSHIP BETWEEN KNOWING HOW TOCONSTRUCT GRAPHS AND HOW TO INTERPRET GRAPHS.Michael J. Wavering, University of Arkansas.

The purpose of this study was to describe the ;alatIonshipbetween knowing how to construct graphs and how to interpretgraphs. One hundred eighty-nine students in grades 7-12 weregiven a multiple choice instrument which required graphinterpretation and also asked to construct a graph from a set ofdata. Analysis of the resut3 indicated that there was a moderate.correlation between scores on the graph interpretationinstrument and the graph construction instrument. Additionalanalysis investigated the nature of the questions and the levelson the graphing instrument and item difficulty was compared tothe level on graph construction. This research was conducted toilluminate such questions as how much graphing detail andinterpretation should be taught and when it should be taught.

M4.05

A REVIEW OF RESEARCH INTO STS SCIENCEGlen S. Aikenhead. University of Saskatchewan

Do students actually benefit from studying school science through anSTS approach? Research accumulated internationally over the past 30years supports the conclusion that students IQ benefit. STS scienceinstruction can achieve its definable objectives (for example. STScontent, science content, science processes, and attitude objectives) ina number of different settings, as evidenced by summative evaluationstudies many of which make direct comparisons to the outcomes of'traditional" science classes. Formative evaluation and status studiesadd weight to this conclusion, as do studies into the effect of highschool science instruction on university science achievement.

M4.05

SCIENTISTS, TEACHERS, NATURAL RESOURCE MANAGERSAND NATIONAL SCIENCE CURRICULUM REFORMMichael J. Brody, Montana State University

The development of the National Project WE r (Water Educationfor Teachers) curriculum framework has been based on threemajor factors: existing water education efforts throughout theUnited States, the development of guidelines for nationalscience curriculum reform and an empirical study of scientists',teachers', and water resource managers' beliefs about waterresource education. A review of existing water educationcurricula revealed a regional and local focus and in most cases anarrow scope of water related subjects addressed in eachcurriculum. A review of the development of national sciencecurriculum standards by the American Association for theAdvancement of Science, the National Science TeachersAssociation and the National Research Council revealed anumber of teaching and learning principles. Finally, results of aDelphi survey of scientists, teachers and resource managersindicated that water and water resource education should includeconcepts, process skills and affective components which arecongruent with national curriculum reform and the Project WETcurriculum framework.

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M4.05

EQUITY CONSTRUCTIVISM AND SCIENCETECHNOLOGYSOCIETY: DEFINING THEDIRECTION OF A NEXT GENERATION OF SCIENCECURRICVLA MArmAnnYarlagialar8n, EstesPark High SchorThree issues--who to teach, (sow to teachand what to teach--that emerge from theliterature suggest new directions for anext generation of science curricula.These issues are represented by threedipolar pairs 1) who to teach--equity andexcellence, 2) how to teach toonsruotivism and-transmissivism, and 3) what toteach-8TO and scienceasadisciplinewhich can be represented as a threedimensional grid. Criteria for each ofthese dipolar pairs have been generatedand applied to ChomCom as A test o>; thegrid and criteria for locating curriculawith characteristics of the new directions. Analysis of student learning datafrom standardized test scores, conceptmaps and ConnMaps and the written curriculum provide the basis for placement ofhe Co on the locator grid composed fromthiTtlikee dipolar pairs. gligmgma demonstrates a strong EITS component, amoderate equity component and a faintconstruotivlem component.

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M4.05

THE EFFECTS OF AN INTERDISCIPLINARY CURRICULUMUNIT ON THE ENVIRONMENTAL DECISION-MAKING OFSECONDARY SCHOOL STUDENTSAmanda W, McConney, Andrew McConney, Western MichiganUniversity, and Phillip Horton, Florida Institute of Technology

The first phase of this study involved the development of aninterdisciplinary cumculum unit centered on the concept ofsustainable development in tropical rainforests. The centerpiece of

the interdisciplinary unit was the investigation of a simulatedproblem which required students to develop, weigh, and thendecide on a spectrum of possible solutions. In the second phase ofthe study, nine science teachers implemented the unit in theirclassrooms atter attending a two-day training workshop. Teachersthen administered environmental decision-making pretests to theirstudents who had been randomly assigned in intact classes toexperimental (interdisciplinary rainforest curriculum unit) andnontrol (conventional curriculum) groups. On completion of thethree week unit, posttests were completed by both experimentaland control students. This stedy's inferential results implied thatstudents exposed to the interdisciplinary curriculum unit offeredmore supporting statements for their environmental decisions ascompared to control students. It was also evident that femalesused more alternative reasoning categories than their malecounterparts when reaching an environmental decision. Theseresults support the use of interdisciplinary curricula for enrichingthe environmental decision-making of secondaryschool students.

M4.06

REVISED SCIENCE ATTITUDE SCALE FOR PRESERVICEELEMENTARY TEACHERS: RE-EXAMINED.Betty L. Bitner, Southwest Missouri State University

The content and construct validity and reliability of the RevisedScience Attitude Scale for Preservice Teachers as a scale formeasuring the attitude of preservice elementary teachers towardthe teaching of science were re-examined. The instrument isintended to measure four subcomponents: comfort-discomfort,need, time, and equipment. Data were generated on twosubsamPles = 59 and n 2 = 60) and the sample (N = 378).

Frequency, intercorrelations, Cronbach's Alpha, and principalcomponents analysis with varimax rotation were used to analyzethe data. Means tended to fall within the 2.00 and 4.00 rangewith standard deviations hovering around 1.00. Neutralresponses beyond 35% were limited to item 7. Five factors wereextracted in the principal components analysis, explaining 55.1%of the variance. Fight statements failed to bad on any factor.Statements of teacher anticipation about teaching scienceloaded on Factor 1. The subcomponent comfort-discomfortloaded heavily on Factors II and III. Loadings on Factors IV and Vwere fairly well distributed across the four subcomponentsdesignated by the scale developers. Reclassification of somestatements seems warranted.

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M4.06

THE DEVELOPMENT OF AN INSTRUMENT FORASSESSING THE LEARNING ENVIRONMENT OF SCIENCEOUTDOOR ACTIVITIES.Nir Orion & Avi Holstein, The Weizmann Institute of SciencePinches Tarnir, The Hebrew UniversityGeoffrey Giddings, Curtin University of Technology

The SOLEI (Science Outdoor Learning Environment) wasdeveloped and content validated in high schools in Israel.The instrument consists of seven scales (55 items). Five ofthe scales are based on the Science Laboratory LearningEnvironment Instrument developed in Australia. The othertwo are unique to the learning environment existing inoutdoor activities. The instrument was found to be a sensitivemeasure that differentiates between different types of fieldtrips conducted in the context of different subjects(chemistry, biology and earth sciences). It is suggested thatthe instrument could be an important addition to researchstudies conducted in informal settings in science education.

M4.06

A CLASSROOM ENVIRONMENT QUESTIONNAIRE FORTHE CONSTRUCTIVIST REFORM OF SCHOOL SCIENCEPeter CS Taylor and Barry J Fraser, Curtin University, Australia

A revised version of the Constructivist Learning EnvironmentSurvey (CLES) has been developed for researchers who areinterested in the constructivist reform of high school science.Constructivist theory and critical theory have been combined tocreate a powerful interpretive framework for examining scienceteaching. The narrow cognitivist focus of the earlier instrumenthas been replaced by a concern for the socio-cultural forcesthat shape the rationality of traditional science classrooms. Therevised CLES questionnaire assesses five dimensionsconcerned with: (a) increasing the personal relevance tostudents of school science instruction; (b) engaging students inreflective negotiations with each other; (c) teachers invitingstudents to share control of the design, management, andevaluation of their learning; (d) students being empowered toexpress critical concern about the quality of teaching andlearning activities; and (e) students understanding the culturally-determined and uncertain nature of scientific knowledge. Therevised questionnaire has been validated by triangulation withclassroom observations and by trials with a sample of over 300students in high school classrooms. The questionnaire providesconstructivist-oriented teacher-researchers with an efficientmeans of supplementing interview and observation data as theymonitor the impact on students of their instructional innovations.

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March 26-29, 1994

M4.07

SCIENCE CONCEPTUAL CHANGE IN MIDDLE SCHOOL:SIX CASE STUDIESKethrvn F. Cocb Charles, Fisher, Linda Warner, & Alice HortonUniversity of Northern Colorado

In this research, six case studies focused on students' conceptualunderstandings about science in middle school. The unit focused ondiversity in animals, and was organized around 12 majorclassifications of animals at the phylum/class level. Six studentswere chosen as cases, one girl and one boy each in 6th, 7th, and8th grades. All classes and interviews were videotaped andtranscribed. Concept maps were analyzed for misconceptions andevidence of conceptual change by identifying and tracing schemaacross time; analyzing the types, numbers, and directions of thelinks: and an analysis of the number and types of concepts added tothe maps. The analyses revealed both consistency and changeacross concept maps. Changes in the maps included the gradualdisappearance of initial misconceptions as well as the surfacing of afew on later maps. One aspect of conceptual change was indicatedby increasing numbers of added concepts that were examples orcharacteristics. The most abstract concepts were generallyinterrelated in a very limited and highly undergeneralized mannerinitially, and were more broadly connected as instruction proceeded.These data tentatively suggest that conceptual change might differfor different types of concepts.

M4.07

PATTERNS OF CONCEPTUAL CHANGE IN EVOLUTIONSherry S Demastes, Ronald G. Good, and Patsye Peebles,Louisiana State University

The purpose of this study was to investigate the patterns ofstudents' conceptual restructuring within the theoreticalframework of biologk;a1 evolution. The study drew onconceptual change theor) in an effort to define the limits ofthe theory and suggest other models of restructuring. In aseries of 18 clinical and unstructured interviews with fourparticipants, the students' changing conceptions aboutfacets of evolutionary theory were documented. Questionsfor the interviews were developed from the wealth ofalternative conceptions documented in the literature. Theconceptual change documented demonstrates that manyconceptions in this content area are closely interwoven, sothat a change in one conception requires a change in manyothers. Three patterns of conception change were seen, (a)holistic, (b) fragmented, gradual, and (c) dual constructions.Of these three, only the first.conforms to the changesdescribed by conceptual change theory. The other twopatterns suggest that different models of conceptual changeare required for science education research.

MONDAY, March 28, 1994 -- MORNING

M4.07

VALIDATING CHILDREN'S SCIENCE: KNOWLEDGECONSTRUCTION IN ACTIONShirley Magnusson, Robert Boyle, The Univ. of MichiganMark Templin, The University of Michigan

Many studies of conceptual change in science have not beenconducted in ways consistent with constructivism whichemphasizes that change occurs within individuals engagedin personally meaningful activity. Previous studies havegenerally focused on static end-states of knowledge andtheir match with scientifically-accepted knowledge,disregarding the process of change and intermediate stepsin the process. Our work was designed to examineknowledge construction in action by placing students incontexts similar to instruction where they are asked to makepredictions and explain patterns in their observations. Weworked with upper elementary school students and dealt withelectrical circuits and the concept of current. Examininglearning in science in this way allowed us to identify themesin the processes and products of knowledge construction.We identified how prior knowledge and the physicalconfiguration of the phenomenon influenced perception andexplanation, but we also documented many instances ofwillingness to change ideas, suspend beliefs, and reconsiderconclusions.

M4.07CONCEPTUAL CHANGE APPROACH TO LEARNING SCIENCE:THE DYNAMIC ASPECTS OF METACOGNITION.M. Gertrude Hennessey, St. Ann's School, Stoughton, WI, USA

Project META ( Metacognitive Enhancing Teaching Activities) is a three-year naturalistic case study that follows the classroom interactions anddevelopment of physical science concepts of six cohorts of students(grades 1-6) across three academic years. Its purpose is to explicitlyenhance the metacognitive capabilities of learners in order to: (1)illuminate the nature of metacognitive interactions among elementaryscience students, and (2) describe the impact this type of interactionhas on conceptual knowledge formation. One of the dramaticoutcomes has been the apparent diversity of forms in which' metacognitive statements- present themselves; both across individualsand within the same individual in different contexts. This paper treatsthe nature of that diversity, associated not with propositional knowledgeor beliefs per se, but with metaphysical beliefs and the function ofepistemological commitments. A second outcome has been theimpressive ability of students to: (1) provide rich descriptions of theirconceptions and the epistemic and metaphysical beliefs that effectthose conceptions; and (2) develop and use the constructs of statuswhen discussing science concepts and, in the process, provideevidence for specific components of their conceptual ecologies thatinfluence conceptual understanding. Resutts of this study lead to anumber of principles about metacognition that apply to conceptualchange, which are discussed in the paper.

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M4.08

ENSENANZA DE LAS MATEMATICAS EN LA EDUCACIONSECUNDARIAMyriam Acevedo Caicedo, y Crescendo Huertas Campos,Universidad Nacional de Colombia, Colombia

Esta investigation es parte del proyecto universitario de

investigacidn: Ensenanza de las Ciencias. Pretende ser unaporte para la cualificacion de los docentes de matematicas enla education basica y secundaria, a trawls de un programa decapacitacion que perrnita Ia clarificacion y protundizacion de dosconceptos fundamentales de la matematica coma sort of flamer°y la medida. para dar a los alumnos una forrnacidn salida y

estructurada. Se mira of aprendizaje matematico como laadquisicion de hechos relevantes, conceptos, principios yherramientas, resuitado de una interaction social. Se minimiza

Ia distancia entre aspectos tetfiricos de los contenidos y su

aplicaci6n.

M4.08

METODOS DE ENSENANZA UTILIZADOS POR LOSPROFESORES DE CIENCIAS PARA DESARROLLAR ELPENSAMIENTO CRITIC()Deyanira Barnett, y Lydia de Isaacs, Lydia, Universidad dePanama, Panama

Durante la dacada del ochenta numerosas organizacioneseducativas e invesigativas han reconocido que el desarrollo delpensamiento en los estudiantes debe ser una prioridad (Perkins1986; Branford y otros, 1986: Logan 19871 Esta investigaciOnse basa on la creencia de que para enseflar, para promover eldesarroilo del pensamiento y del pensamiento critics anparticular, el maestro debe tenor un concepto tiara sabre lc) quees el pensamiento critic° y sobre los m4todos de ensenanza quepromueven esta destreza; as nuts, debo retlexionar acerca de supropia practIca para determinar si realmente existen obstaculospara que al cumpia con esta tarea priontana en educ.acian quees promover el desarroilo del pensamiento de sus estudiantes.Los propasitos de este estudio son: - determinar el conocimientoque tienen los maestros de elencias acerca del pensamientocritico y de los nu:dodos de ensefianza para su desarrollo. -identlfIcar los obstaculos que, segun los maestros, influyen en supractica limitando el use de metodologias para el desanollo delpensamiento critic°.

M4.08

DISENO DE INSTRUMENTOS HIPERMEDIALES EN LA ENSENANZADE LA QUIMICA Y LA BIOLOGIAAntonio E. eanaventa Morales, Universidad Nacional do San Agustin daArequipa, Peru

Puasto quo hay razones qdo justifican la utilization do computadoras onla education concobidas como un medio y como un fin an Ia ansananzaconociondo, adamis, la afactividad do su use como recurso an el aula,homos trabajado en los tiltimos tres ahos an la parte operativa do estapropuosta: la creation y dicano do 'software' do simulaci6n doprocesos quImiccs y biologicos para hater la ensaiianza mas afectivay motivadora. Utilizamos para alto toda Ia tacnoiogfa qua requiem unentorno multimedia, imagan animada, sonido, text° a hipartoxto, a layin. Las pruabas roalizadas han dada alantadoros resuttados, atin apesar dal costo do la infraostructura necesaria para utilizar estosrocursos. Cualitativamonto hablando los alumnos .nuestran estar majormotivados, evocan con mayor afectividad las lecciones, participan onalias do manara interactiva con la maquina, dosarrollan sus propiasexpariencias, ejercitan To quo se donomina procasos mantales elovados(conocimiento, compronsi6n, aplicaci6n, analisis, sintosis y evaluation)y lo qua as major, so diviarton aprandiendo. Esta no as la solution, sino

una attemativa para ciertos casos y on determinados nivalas an los quo

per razones do economia do recursos, tiompo, imposibilidad fisica uotros so hate cxmvaniente esquematizar la realidad. Para esto hay quaatonder a critorios de racionalidad, economfa, aficiancia y 'Acacia.

M4.08

REDES CONCEPTUALES PARTE II: CASOS DE APLICACIONEN TEMAS DE FISICA DE NIVEL MEDIOLydia R. Galaclovsky, y Nora Ciliberti, Universidad de BuenosAires, Argentina

Una vez definidas las consignas para la confection de retiesconceptuales, estas fueron probadas como instrumento didactic°en temas de Clnernatica con alumnos de tercer aft) de nivelmedio. El cambio conceptual perdurable registrado en losalumnos, Wag() del receso escolar nos estimul6 a continuer lainvestigation con el tema Dinamica y los mismos alumnos. yacursantes el cuarto afro de bachillerato.

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M4.10

EXLORATIONS OF THE ROLE OF PORTFOLIOS IN THEDEVELOPMENT OF PEDAGOGICAL CONTENTKNOWLEDGEThomas M. Dana, Penn State, Deborah Tippins, University ofGeorgia, and Michael Kamen, Auburn University

The purpose of these studies was to consider whatprospective teachers learn through the development of portfolios.Three science teacher educators from different universitiescollaborated to study the nature of the portfolio experience in theconstruction and reconstruction of the pedagogical contentknowledge of prospective science teachers. These studies usedparallel methods of Inquiry. A naturalistic study which involvedIn-depth interviewing as a primary mode of data collection wasutilized in this design. Additional sources of data were 'portfolioletters" generated during the development of the portfolio, andthe portfolios themselves. Several working hypotheses havebeen generated from cross case analyses of the individual datasets. Conceptualized metaphorically, they are: (a) Portfolio asa Reflective Tool, Portfolio as a Window to Teacher'sConceptions, and Portfolio as a Facilitator of ConceptualChange. Implications are drawn for the possibilities of portfoliousage with prospective teachers.

M4.11

Needed! Quality Evaluation of Teacher Enhancement Projects.James D. Ellis BSCS; Larry G. Enochs, University of Wisconsin- Milwaukee; and Floyd E. Mattheis, East Carolina University

With more than $500 million in support from NSF and addition-al support from other federal. state, and private foundationsduring the past decade, teacher enhancement is the singlelargest activity engaged in the reform of education in precol-lege science and mathematics. If as much as 10 percent ofthe budget of each teacher enhancement project were allocat-ed for evaluation and research, NSF would spend more than$10 million annually on such studies, which exceeds the 1994budget for the NSF Division of Research, Evaluation, and Dis-semination. With such high stakes, NARST members shouldcollaborate with principal investigators of teacher enhancementprojects (many of which are scientists) in their state and regionto ensure that the research and evaluation components of cur-rent and future teacher enhancement projects make meaningfulcontributions to science education. During the symposium, thepresenters will respond to questions about the design and con-duct of evaluation studies, referring to examples from teacherenhancement projects. The audience will seek consensus onthe issues and discuss the role of NARST in encouraging quali-ty evaluation studies.

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M4.12

STUDENT PERCEPTIONS OF BARRIERS TO SUCCESS IN AUNIVERSITY GENERAL CHEMISTRY COURSEGlen H. Benne,g, University of Maryland at College Park

This study examined the perceptions of 171 students and 6teaching assistants (Instructors) regarding lecture and discussionsession activities and procedures In a university general chem-istry class. Data sources Included a student survey, extensiveinstructor interviews, and discussion session transcripts for thefirst eight weeks of the semester. Results were analyzed bycommonly used qualitative methods (Goetz & LeCompte, 1984;Seidman, 1991). Forty-four percent of students believed thatgrading was too strict. A related finding was that 23% of studentssaid that there was insufficient time to complete quizzes andtests. Students reported significant differences betweenhomework problems and problems appearing on quizzes andtests. Instructors improved their class presentations as the sem-ester progressed, but many pedagogical deficiencies remainedunaddressed. For example, instructors displayed a short waittime for answers to their questions. Providing students with stepby step solutions to key problems tended to most benefitstudents who were already making high grades. This procedurehad the unintended effect of structuring discussion sessions forinstructors, allowing them to spend minimal preparation time.Consequently, instructors often experienced difficulty answeringquestions about problems other than the key problems.

M4.12

CONCEPT MAPS AS HUMAN-COMPUTER INTERFACES FORLEARNING SCIENCEJaime Sanchez, University of Antofagasta, Antofagasta, Chile.

This study examines the use of concept maps ashuman-computer interfaces for learning biology. Conceptmapping is used as a powerful strategy to help learners to learnhow to learn and think with computers and to ameliorate currentcognitive overhead problems of most hypermedia software. Thusa hypermedia software to assist the learning of biology atsecondary school level was constructed and its effectiveness wasdetermined by using qualitative research methods. As a result wedeveloped a hypermedia that uses diverse built-In cognitive mapsfor several purposes such as constructivist testing, on-linedictionary, and general and specific navigation maps. Thesecomputer learning sources were also used to help thelearner-computer Interaction in science learning environments. Asa result, we present a qualitatively validated fine piece of sciencelearning hypermedia software with specific emphasis on the useof concept maps as a powerful computer-based learning tools aswell as human-computer Interfaces for learning science. Webelieve that both critical uses of concept maps in computer-basedlearning help learners to construct knowledge and make meaning.

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M4.12

MOTIVATING STUDENTS TO ENGAGE IN SCIENCECONTENT AND STRATEGIC KNOWLEDGEWilliam G. Holliday, University of Maryland at College Park

This theoretical paper on teaching science content (e. g.,concepts such as force) and strategic knowledge (0. g.,processes such as interpreting data) integrates two interactivedata-based modelscognition, and motivation, focusing onscience contextual factors. Effective science teachersmotivate students to engage in cognitive tasks by teachingthem now to solve problems, and Improve students'conceptualizations and Imaginations. During engagement,motivated students also learn about science while assimilating,remembering, and transferring information to new contexts. In

an effort to link cognition (and metacognition) to achievementmotivation, two interactive models are described. The firstincludes three interrelated components: (a) students' cognitivestrategies, (b) selected metacognitive strategies, and (c) othermetacognitive strategies of management and control. Datacollected recently from cognitive and metacognitive studieshas led to the formation of a second three-component modelof achievement motivation: (a) students' expectations, (b)values, and (c) affective and emotional reactions. Therelationship between cognitively oriented motivation, tasks,enjoyment, and attitude changes in science teaching aro alsodiscussed in this paper.

SPECIAL SESSION

M4.13

NATIONAL SCIENCE EDUCATION STANDARDS ANDSCIENCE EDUCATION RESEARCH.Anaelo Collins, Rodger Bybee, Audrey Champagne, Karen

Worth, National Research Council

The National Science Education Standards Projectconvened by the National Research Council, will release adraft of science education standards for teaching, content,assessment, program and policy in the Spring, 1994. The

purpose of the draft is to provoke discussion among thoseconcerned with science education. Researchers will beinterested in this draft for two reasons: how the standardsincorporate current research in science education and how

the standards will influence science education research inthe future. This panel will provide a forum for scienceeducation researchers to participate in the sciencestandards endeavor. The chairs of the working groups will

lead discussion on the standards, the research base that

supports them, issues surrounding them and research that

might be done as a result of the standards beingpublished. The majority of the time allotted the panel will

be spent responding to those attending the session.

MONDAY AFTERNOON

M6.02

IMPROVED SCIENCE CONTENT FOR PRE-SERVICE TEACHERS:MODELING OF TEACHING STRATEGIES BASED ON CURRENT SCIENCE

EDUCATION REFORM LITERATURE.Kathie M. Black. Ph.D University of Victoria

Internationlly universities are struggling with science education

reform. Current literature suggests ways in which scienceeducation can be improved within schools; however, curriculum

implementation based on current literature has not been achieved.

It is hoped that this study will add to the planning andimplementation of current science education reform for the 21stCentury by struggling with and addressing these areas, thus

eliminating 'reinvention of the wheel." Many challenges havebeen made to improve science education in terms of improved

science content in ways that model appropriate teaching strategiesof the classroom teacher. This study is made in response to those

challenges. Treatment provided for students at The University ofNew Mexico based on recommendations of current scienceeducation reform literature resulted in significant changes in

student attitudes toward science, their overall sense of therelationship between science content and ways of learning, and

their ratings of future computer usage in the classroom.

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M6.02

SCIENCE TEACHER SUPPLY IN THE UNITED STATESSharon P. Hudson, Lincoln Public Schools

This study assessed the supply of American science teachers in1992 compared to the supply in 1982. Ninety-six percent of theState Science Consultants of the fifty State Boards of Educationresponded to the survey. The supply of teachers was evaivatedfor the nation and for four geographical regions--the Northeast,Southeast, Central and West. Science teacher shortages werereported in all science subjects and were particularly critical inphysics, chemistry and earth science. Comparison of Howe andGeriovich's 1982 data with the 1992 data showed significantimprovements in the supply of teachers in chemistry, physics andearth science. Although the national shortage of scienceteachers has improved over the last ten years, there are stillcritical shortages of science teachers in all regions, especially inthe South. This is attributed to competition with business andindustry. To alleviate critical shortages of science teachers, it isrecommended that salaries be raised to be more competitivewith industry. A national database should be established tofacilitate monitoring the supply of science teachers.


March 26-29, 1994 MONDAY, March 28, 1994 -- AFTERNOON

M6.02

AN EVALUATION OF FIELD EXPERIENCES FOR THEPREPARATION OF ELEMENTARY TEACHERS FOR SCIENCE,MATHEMATICS, AND TECHNOLOGY.Jane II D. Wilson, Livingston University, and Lawrence C.Scharrnann, Kansas State University.

The purpose of this study was to evaluate the degree of self-efficacypreservice teachers developed as a result of participating in fieldexperiences, what types of field experiences were the mostbeneficial for the professional development of the preserviceteachers, and how well prestated outcomes were addressed by thefield experiences. Data were collected by use of three instruments;the Science Teacher Efficacy Belief Inventory ( STEBI), the FieldExperience Evaluation Form (FEEF), and personal interviews. TheSTEBI was analy by using the Friedman nonparametric Two-wayANOVA for significance. The FEEF was analyzed using frequencydistributions. The personal interviews were analyzed usingcomparative analyses techniques. Results of this study haveproduced two significant findings. First, the self-efficacy of preserviceteachers increases with field experiences that are dearly defined,logically sequenced with a pattern of slow introduction into the clinicasites, and are planned for and practiced before implementation. Andsecond, field experiences which -.flowed the preservice teacher toparticipate in small teams were found to be more beneficial to theprofessional development of the preservice teachers.

M6.03

LEARNING ENVIRONMENTS IN AGRICULTURAL SCIENCECLASSROOMS: A NIGERIAN PERSPECTIVEauLedmaajstra, Curtin Institute of Technology and Barry JFraser, Curtin Institute of Technology

A sample of 1,175 students and their teachers in 50 agriculturalscience classes at the secondary high school level participatedin the first learning environment study worldwide specifically inagricultural science and one of the very few learningenvironment studies ever carried out in Nigeria. The particularfocus of the research was the constructivistic nature of Nigerianclassrooms as assessed by scales adapted from theConstructivist Learning Environment Survey and the emphasison individualization as assessed by selected scales from theIndividualized Classroom Environment Questionnaire. The studyyielded numerous salient outcomes: (1) a widely-applicableinstrument assessing the constructivist and individualizedaspects of classroom environments was evolved and validatedfor future research in the Nigerian milieu; (2) past research wasreplicated in that associations were found between the nature ofthe classroom environment and students' attitudes, inquiry skills,and practical performance; and (3) an investigation of thedeterminants of classroom environments revealed statisticallysignificant differences according to student gender, schoollocation (north/south), school type (urban/rural), and the natureof the school-level environment.

M6.03 M6.03

SCIENCE CLASSROOM ENVIRONMENTS IN CATHOLIC HIGHSCHOOLS: AN AUSTRALIAN PERSPECTIVEJeffrey P. Dorman Australian Catholic University, Barry J. Fraser,Curtin University of Technology and Campbell J. Mc.Robbie,Queensland University of Technology

Australian Catholic church and school documents indicate thatCatholic school classrooms are distinctive because of apermeating Catholic ethos. By drawing on church and schoolliterature and the perceptions of Catholic education personnel,an instrument that assesses seven classroom environmentdimensions (Student Affiliation, Interactions, Cooperation, TaskOrientation, Order & Organization, Individualization, andTeacher Control) was developed. The analysis of data obtainedfrom a sample of 2.211 Grade 9 and Grade 12 students in 104classes (64 science, 40 religion) in 32 Catholic and Governmentschools (22 coeducational. 10 single-sex) attested to theinstrument's validity and reliability. Using the class mean as theunit of analysis, significant differences were found. betweenCatholic and Government schools, grade levels, science andreligion classes, and gender. This study suggests that thedistinctive nature of Catholic schooling does not extend to allenvironment dimensions deemed important to Catholiceducation, and that greater differences are evidenced betweengrade level, subject type and gender than between schooltypes.

INTERPERSONAL SIGNIFICANCE OF NONVERBALBEHAVIOR OF SCIENCE TEACHERS IN LAB LESSONS: ADUTCH PERSPECTIVEJan van Tartwit}c and Theo Wubbels, Utrecht University, DarrellFisher and Barry Fraser, Curtin University

In previous research strong relations were found between thestudents' perceptions of physics teachers' communicationstyles and both cognitive and affective student outcomes.Data on the students' perceptions were gathered with theQuestionnaire on Teacher Interaction (0T1). Subsequentlythe role of nonverbal teacher behavior in the teacher'sinteraction with the class as a group was Investigated.Teachers' behaviors in short video fragments of everydayteacher-student interaction were observed. The teachers'nonverbal behavior was an important factor for thedominance-submission perception of teachers' behavior inshort video-fragments and for more general evaluation ofteachers' communica- lion styles as measured with the CITI.Secondly, nonverbal behavior of teachers assisting individualor small groups of students working on lab-experiments inscience lessons was studied. Teacher nonverbal behavior inthese circumstances was found to be important for thestudents' perceptions of teacher behavior andcommunication styles on the cooperation-oppositiondimension.

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MONDAY, MARCH 28, 1994 -- AFTERNOON NARST Meeting

M6.03

SCIENCE LABORATORY CLASSROOM ENVIRONMENTS INCHEMISTRY:A SINGAPOREAN PERSPECTIVEAncte Lajlene, Nanyang Technological University and BarryFraser, Curtin University of Technology

This study marks the beginning of research in Singapore intoscience laboratory classroom environments and environment-attitude relationships. The purposes of the study were tocrossvalidate the Science Laboratory Environment Inventory(SLEI) for use specifically among secondary school chemistrystudents in the unique milieu of Singapore, and to investigate ifthe nature of the chemistry laboratory environment has an effecton students' attitudes toward chemistry. The sample consistedof 1,592 students in 56 classes from 28 randomly selectedcoeducational government schools of similar standard. Thestudents in every class completed actual and preferred forms ofthe SLEI, together with the Questionnaire on Chemistry-RelatedAttitudes (a version of the Test of Science-Related Attitudes).Relationships between laboratory classroom environmentperceptions and attitudinal outcomes were investigated usingsimple , multiple and canonical correlation analyses, once usingthe individual student score as the unit of analysis and onceusing the class mean. The study attested to the validity of theSLEI for use in Singapore, and revealed strong positiverelationships between the nature of the chemistry laboratoryenvironment and the students' attitudes toward chemistry.

M6.04

AN INTEGRATED PROFILE OF ATTRIBUTIONS, SELF-EFFICACY AND INTERESTS OF SUCCESSFUL SCIENCEPROBLEM-SOLVERS IN A CROSS NATIONAL SAMPLE OFTEN-YEAR OLD CHILDREN FROM GERMANY AND THE U.S.Amen Baumert Institute for Science Education, University ofKiel; Robert H. Evans, Wake Forest University and Helmut Geiser,Institute for Science Education, University of Kiel

The purpose of this study was to examine out-of-schoolexperiences, pupil interests and motivational factors among 517ten-year old children In two countries and three cultures. It usedIdentical instruments in both countries to look at everything fromtelevision and video games to housework, fixing bicycles and playwith various kinds of toys. In addition,it measured attributions,control beliefs and interests of fourth graders. The eight scienceproblems used were mostly hands-on and with different solutionstructures. Structural equation models and latent class analyseswere used to clarify the complex array of correlations. Resultsshowed that students with high self-efficacy and attributions toeffort, succeed more frequently on science problems and thatfrequency and quality of television viewing depend more In theformer West Germany on attributions than on social level, whereasIn the former East Germany and the U.S., television use dependsmore on socioeconomic level than attributions.

M6.04

THE RELATIONSHIP OF SUCCESS AT SCIENCE PROBLEM-SOLVING AMONG ELEMENTARY STUDENTS TO DOMAINESPECIFIC ABILITIES ASSOCIATED WITH OUT-OF-SCHOOLEXPERIENCES AND CONTROL BELIEFSOrt H. Evans, Wake Forest University ; Jurgen Baumert,Institute for Science Education, University of Kiel and HelmutGeiser, Institute for Science Education, University of Kiel

The purpose of this study was to examine out-of-schoolexperiences, pupil interests and motivational factors among 517ten-year old children In two countries and three cultures. It usedidentical instruments in both countries to look at environmentallyacquired problem-solving skills to discover the degree to whichthey are domaine specific or generalizable. In addition,itmeasured attributions, control beliefs and interests of fourthgraders to sort out their relationship to success with scienceproblems. The eight problems used had different solutionstructures. Structural equation models and latent class analyseswere used to clarify the complex array of correlations. Resultsshowed that extracurricular experiences in technical domainesare necessary prerequisites for science problem-solving, but notfor success on school-based science achievement tests. Also,traditional instruction in science may not compensate for a lack ofout-of-school experiences when it comes to problem-solving andgood problem-solvers have specific activity profiles.

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M6.04

A COMPARATIVE LOOK AT ELECTRONIC MEDIA HABITSAMONG TEN-YEAR OLDS IN GERMANY AND THE U.S. ASRELATED TO SUCCESS IN SCIENCE PROBLEM-SOLVINGhIeJmoWejsz, Institute for Science Education; Jurgen Baumert,Institute for Science Education and Robert H. Evans, WakeForest University

The purpose of this study was to examine out-of-schoolexperiences, pupil Interests and motivational factors among 517ten-year old children in two countries and three cultures.Prominent among these experiences was the use of electronicmedia. Television data was collected by having each student inboth countries report each moming for two weeks what theyactually watched the previous day. Structural equation modelsand latent class analyses wore used to clarity the complex array ofcorrelations. Results showed that the relationship betweentelevision watching time and motivational factors appears to bemoderated by the high and low selectivity of the watchingbehavior. Thematically selective television viewing adds togeneral competence In problem-solving which is primarily basedon everyday experiences and school learning, whereasIndiscriminate television viewing and "channel-surfing' furtherdepress already low competencies in problem-solving. Highconsumption of television was not associated with problem-solving success, while video game play sometimes was.

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M6.05

A STUDY OF PROPORTIONAL REASONING AND SELF-REGULATION INSTRUCTION ON STUDENTS' CONCEPTUALCHANGE IN CONCEPTIONS OF SOLUTIONBao-cyan Hwang and Yuan-sheng LiuDepartment of Chemistry, National Taiwan Normal University

This study was to investigate the possible students conceptual changesand learning outcomes under the appropriate instruction through ateaching strategy on students' cognitive conflict. An analysis of studentresponses to the diagnostic pre-test and the post-test, involving concep-tions of concentration and saturation of sugar solution, were reported inthis paper. The two sugar solution tests and the proportional reasoningtest were measured by group demonstration test method which weredeveloped by the first researcher. These three tests were conducted onhigh school students selected in Taiwan area. It revealed that studentconceptions of concentration were related to proportional reasoning,and that a large number of student responses focus on the ideal that sugarweight i^ the only factor which determined the concentration or satura-tion of a solution. This paper dealt with one strategy that involvingexperimentation and guided investigationto change student misconcep-tion and to promote their better understanding of the specific conceptsrelated to conceptions of solutions. It was found that the strategy helpedstudents to some extent to change their misconceptions.

M6.05

CONVERSATIONAL THEORY AND HIGHER ORDERTHINKING IN INSTRUOTIONAL CONVERSATIONS.Jill L Keller and Judy N. Mitchell, University of Arizona

This study examintls the way tutors and students cooperatedfor effective information exchanges and how that cooperativeeffort influenced students' higher order contributions. Onehundred twelve chemistry and mathematics tutorials formedthe data. The tutors possessed extensive training in theirsubject areas and the problems were designed to make highcognitive demands on the students. Methods from discourseanalysis were used to develop an analytical model to Identify,describe, and compare how tutors and students exchangedinformation. The model was applied to the data to provideInformation on the roles of the tutors and students and theintellectual substance of their exchanges. Conversationaltheory was used to interpret the results of that analysis.Results indicated tutors and students intuitively follow aconversational code of conduct which supports theirinstructional responsibilities. its was found students do notcontribute higher order thinking under normal instructionalconditions. However, when tutors and students explicitlynegotiate and accept new responsibilities for contributinghigher order content to their Information exchanges, thenteachers can encourage students to furnish thinking of highercognitive value to Instructional conversations.

M6.05

COOPERATIVE LEARNING AND INDIVIDUAL LEARNIING WITHCOMPUTER ASSISTED INSTRUCTION IN AN INTRODUCTORYUNIVERSITY LEVEL CHEMISTRY COURSEjnsun H. Park and Lowell J. Bethel, The University of Texas at Austin

The purpose of this study was to assess the effects ofcooperative learning and individual learning with computerassisted instruction(CAI) in an university-level introductorychemistry course. The sample consisted of 109 students whoenrolled In an introductory chemistry course(CH301). Thesestudents were assigned to one of cooperative learning andindividual learning group with CAI and grouped in dyads withintheir learning abilities. They attended a lecture class first, andthen worked with chemistry computer programs in the computerlab. Subjects who participated in cooperative learning performedtheir achievement better than subjects in the individual learninggroups with computer assisted instruction(CAI) in an introductoryuniversity-level chemistry course. High-ability level students andlow-abilitylevel students in cooperative learning group improvedtheir performance more than high-ability or low-ability levelindividuals who worked alone with a computer. There was nosignificant difference on students' attitude between students whoworked in the group use of computers and individual use ofcomputers. The majority of the students in the university levelclass demonstrated positive attitude toward using computers inthe classroom.

M6.05

TEACHING AND LEARNING DISTILLATION IN CHEMISTRYLABORATORY COURSESHanno van Keulen Theo M. Mulder, Martin J. Goedhart andAdri H. Verdonk, Department of Chemical Education, UtrechtUniversity, The Netherlands

The purpose of this study was to describe, explain, and (ifpossible) solve the problems students have when performingdistillations in chemistry lab courses. Data on studentperformance were gathered through qualitative observation,aided by video and audio tape recordings. The curriculumstructure was analysed to reveal in which contexts distillation istaught. Comparison with professional chemical contexts(purification, analysis, thermodynamics, preparation) showedthat laboratory courses often do not discriminate betweendifferent contexts. This hinders communication betweenteacher and students. Consequently, students' decisions andteachers' remarks concerning the distillation procedure areoften made with an appeal to the wrong context. Neweducational material (a video film and two laboratoryexperiments) was created in which the teaching and learningprocesses is correlated more consistently.

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MONDAY, MARCH 28, 1994 AFTERNOON NARST Meeting

M6.06

CASE STUDIES IN VORONEZH (RUSSIA) SCIENCEEDUCATION.priscilla L. Callison, University of Missouri-Columbia; JackPema, Hunter College; Emmett L. Wright, Kay Moorman,& Don Kaur Weamer, Kansas State University; JackEasley, University of Illinois, Champagne-Urbana; GeraldFoster, Depaul University; Monica Bradsher, NationalGeographic Society

Fifteen American educators met in Voronezh, Russia atthe Russian - American Symposium on the Integration ofEducational Systems (August 515, 1993). The purpose ofthe symposium was to develop an understanding ofscience education (K-11th form) in Russian schools. Onesymposium component was field studies of six districtswithin the Voronezh region. Using a case study format, sixteams took rich notes of school visits and interviews. Theprimary focus was to describe how and what scienceeducation is within the cultural context of Russia. Asecondary focus was to gather baseline data forcomparisons in future documentation. General trendsindicate a strong influence on the curricula from obligatoryscience courses, a reliance on lecture as the primarymode of science instruction, minimal use of a laboratoryapproach and materials, and ecology or life science as themajor science cf primary school.

M6.07

CON/TESTING RATIONALITY IN STS ISSUESp. James Gaskeli, The University of British Columbia

While STS issues are seen as contentious, it is usuallyassumed that it is possible to lest- a person's rationality withrespect to an issue by examining a person's premises andlogic since the criteria for rationality in science are self -evident. Rationality is the product of correct lop,- .Lnd soundmethod. Irrationality, on the other hand is produced byconditions which distort people's perceptions or reasoning.Sociologists of science such as Moor and Latour, however,argue that logic and rationality are not sett-evident butcontested. They are struggled over by groups with differinginterests and values. Such a position does not mean,however, that the strength and credibility of arguments aboutan STS issue cannot be assessed. One way of approachingthis task is by using Latour's concept of sociologics. Thispaper will explore some of the issues related to rationality andthe possibility of using Latour's sociologics to assess thestrength and credibility of STS arguments. It will draw on datafrom student interviews about socioscientific issuesgathered as part of the BC science assessment and discusssome implications for science teaching.

M6.07

THE IMPACT OF CONSISTENCY AMONG EXPERT JUDGESWITHIN A NEW SCORING PROCEDURE FOR THE VIEWS ONSCIENCE-TECHNOLOGY-SOCIETY : A RE-ANALYSISOF DATAPeter A. Rubin, Christine Schoneweg and William L. Harkness, PennState University

The purpose of the study was to examine the impact on assessmentoutcomes of consistency among expert judges within a new scoringprocedure developed for the Views On Science-Technology-Society(VOSTS). The VOSTS is a pool of 115 "empirically-developed"multiple-choice items that assess beliefs about science-technology-society (STS). As originally developed and implemented, the VOSTSdid not lend itself to test-retest comparisons and hypothesis testingusing inferential statistical procedures. The researchers developed andpreviously reported on a new scoring procedure that accommodates theused of inferential statistics. A limitation of the new scoring procedureis the use of expert judges to classifying the multiple-choices undereach VOSTS item as representing a view on STS interactions that isRealistic/Has Merit/Naive. In this study, descriptive statistics wereused to identify a subset of the judges with consistent views. The datafrom the original study were re-analyzed, and both sets of findings arecompared. The use of statistical procedures within the new VOSTSscoring procedure to identify a subset of judges with consistent viewsabout STS interactions appears to warrant further examination.

M6.08

LA INTERDISCIPLINARIEDAD COMO EJE DE LA DIDACTICAEN LA BIOLOGIA CELULAR Y MOLECULARNorma Constanza Casten° Cuellar, Francia Cabrera Castro, vWilliam Mora Penagos, Universidad Pedagogica Nacional,Colombia

La pedagogla muestra en su action una separackin entre eldiscurso cientifico y la didactica. En el caso de la BiologicCelular y Molecular no hay coherencia entre la estructuraexplicative y fa forma como la diddctica Ia presenta a losestudiantes: encontramos una tendencia a la compartimentacidny utilizacian exclusive de los procedimientos analitico-reduccionistas, y observamos en los estudiantes Ia tendencia apartir do las mismas denominaclones, pero los codigos yrepreseMaciones son antagonicos y no complementarios con losconceptos cientIficos. Se propone orientar la didactica deacuerdo con las formes como se ha abordado Ia construction deldiscurso discipliner, lo cual exigirfa una perspective de tipoglobalizador para mejorar las condiclones de aprendizaje en elaula, de posibilitar una vision y un modo de trabajo didactic° queamplie los horizontes en Ia action de los docentes, pues estosdeben transformer su funcidm hacla Ia constitution de unverdadero saber pedagogic° y establecer las relacionesfundamentales entre la action e la ensenanza como elemento dedistribuciOn de saberes y como posibilitadore do pensamiento ensaberes especificos.

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M6.08

LA CONCEPTUALIZACION DE PROBLEMAS EN QUIMICAEdgard() R. Donati, J.J. Andrade Gamboa, v Daniel 0. Martire,Universidad Nacional de La Plata, Argentina

Los procesos de enseflanza-aprendizaje de las ciendas suelendetenerse antes de la etapa de conceptualizaci6n. A fin dealcanzar de alcanzar dicha etapa resulta necesario inducir alalumno a una actitud independiente, quebrando la costumbre deresoluci6n por imitacion del problema tipo. Esto puede lograrsemediante las Ilamadas etapas de elaboraci6n, una de cuyasvariarrtes presentamos en este trabajo: se trata de extender losconceptos a traves de la generacien y/o de la interpretation degraficos. Exponemos ejemplos para los temas de estequiometrfay equilibrio quimico.

M6.08

MODELOS PARCIALMENTE POSIBLES SOBRE CONCEPTOSBASICOS EN GENETICAC. L. Gallegos, F. C. Flores, S. M. E. Jerezano, y Z. C. Alvarado,Centro de Instrumentos, Universidad Nacional Aut6noma deMexico, Mexico

A partir de la perspectiva de la Epistemologfa Estructural deSneed, se analizan las ideas de estudiantes del Bachilleratosabre los conceptos geneticos de: a) herencia de caracterfsticasheredadas; b) transmision de caracteres; c) representacion decromosomas; d) manefo de conceptos basicos y e) resolucion deproblemas en cruzas monohibridas. Para el andlisis se hacencorresponder los modelos parcialmente posibles con los modelosde los estudiantes. Los rnodelos de los estudiantes son elresultado de la aplicaciOn de un cuestionario con 24 reactivosque fue aplicado a 342 estudiantes pertenecientes a escuelas deeducacien media superior de la Universidad Aut6noma deMexico. Comparando los modelos parcialmente posihles de losestudiantes con el modelo cientifico se pueden observarirnponantes diferencias entre ellos.

M6.09

AN ANALYSIS OF LEARNING ENVIRONMENTS IN HIGHSCHOOL SCIENCE CLASSESCampbell McRobbie. Queensland University of Technology.Kenneth Tobin, Florida State University.

This study aimed to construct a greater understanding of themanner in which teachers and students make sense of teachingand learning through an investigation of the learningenvironments in high school science classes. An interpretivemethodology incorporating a constructivist perspective wasutilised. Researchers visited classrooms, interviewed selectedstudents and teachers and surveyed students and teachersperceptions of their experienced and preferred perceptions onfive dimensions of the learning environment: involvement ofstudents in discussion, autonomy of students in makingdecisions about learning, relevance of the science studied,commitment of students to learning and inhibitors of learning.Six cultural myths seemed to have a strong influence on theway the teachers and students enacted the curriculum andthese myths led to a disempowenng of both teachers andstudents with respect to the curriculum. While different teachersperceived their classroom to have differing learningenvironments, students and teachers tended to see theen. ronments in particular classes in similar ways which hasimplications for the impetus for change.

M6.09

RELATIONSHIP BETWEEN EARTH SCIENCE EDUCATION ANDSPATIAL VISUALIZATIONNir Orion. David Ben-Chaim, and Yael KaliWeizmann Institute of Science, Israel

The purpose of this study was to look for interrelations between thestudy of an introductory course to geology and the development ofspatial visualization ability. The study was conducted among 32undergraduate students during their first year of earth sciences study inthe Hebrew University of Jerusalem. The students' spatial visualizationmemory was measured at the beginning and at the and of the course bytwo different validated existing instruments. Pre and post scores wereposted for any significant change and for correlation with students' finalscore of the course. Results indicated that the students' spatialvisualization ability was significantly improved following the first year ofstudying earth sciences and without any specific training program. Acorrelation between spatial aptitude and achievement in the geologycourse was found as well. Interviews revealed that the students claimedthat only the earth sciences' courses required spatial visualization skills.It is suggested that there is a two-way relationship between studying ofearth science and spatial visualization skills. It seems that studyingearth science itself might improve students' spatial visualization aptitude.The findings also support the notion about sex differences favoringmales in relation to spatial visualization.

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M6.09

A SURVEY OF THE SCIENCE LEARNINGENVIRONMENTS IN FLORIDA'S SCHOOLS.Fenneth L. Shaw, Connie Stark, KennethG. Tobin, Florida State University

The purpose was to examine the learningenvironments in science classrooms inFlorida. Surveys determined how teachersand students responded to categories ofautonomy, participation, relevance,commitment, and disruption. Twentythreeschools and 669 students representingFlorida's diverse population took partin the study. Noted, were differencesbetween teachers' and students'; K-12teachers believe there was moreparticipation occurring and the subjectwas more relevant than what studentsbelieve, K-12 students had a much highercommitment and more autonomy to learnthan what the teachers' perceived. Asstudents progress from elementarythrough the high school science classes,their commitment is lower and science isperceived as less relevant.

M6.10

A PRELINI INA RY REPORT ON TEACHER CHARACTERISTICSAFFECTING PROCESS SKILLS AND CONTENT KNOWLEDGEIN MOLECULAR BIOLOGYRosalina Hairston and Catherine Cotten, University of SouthernMississippi

Biology teachers in a tour week summer institute on cell andmolecular biology were administered THE TEST OF INTEGRATEDPROCESS SKILLS(TIPS), a content test on cell and molecularhiology(CNIBT), and the SCHOOL-LEVEL ENVIRONMENTOUESTIONNAIRE (SLEQ). There was a significant differencebetween the pre and post -test of the TIPS and the CMBT. APearson correlation of 0.8233 was obtained between the post-testscores of the TIPS and CMBT. A correlation 0E71141 between theprofessional intereit sub-scale of the SLEQ and the CMBT post-testscore was found. Multiple correlation analysis indicated thefollowing positive relationships: (I) criterion variable of TIPS post-test score and the predictor variables of years teaching and CMBTpost-test score, (2) criterion variable of CMBT post-test score andthe predictor variable, of years teaching and TIPS post-test score,(3) criterion variable of TIPS post-test score and the predictorvariables of college biology courses and CMBT post-test score, (4)criterion variable of CMBT post-test score and the predictorvariables of TIPS post-test score and college biology courses.

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M6.10

AN INTERNATIONAL INVESTIGATION OF PRESERVICESCIENCE TEACHERS' PEDAGOGY AND SUBJECT MATTERKNOWLEDGE STRUCTURESNorman G. Lederman, Oregon State University, andHuey-Por Chang, National Changhua University of Education

The nature/development of an international sample of preservicescience teachers' subject matter and pedagogy knowledgestructures as they proceeded through student teaching wasassessed. Twelve U.S. and 14 Taiwan preservice science teacherswere asked to create representations of their subject matter andpedagogy knowledge structures before and after student teachingand participate in a videotaped interview concerning the knowledgestructures immediately following student teaching. Qualitativeanalyses of knowledge representations and transcribed interviewswithin and between subjects were performed. Initial knowledgestructures were typically linear and not coherent. Subject matterrepresentations were stable, while pedagogy structures weresusceptible to change, in the U. S. sample, as a consequence ofteaching. The U.S. preservice teachers perceived pedagogy andsubject matter as distinct and exerting separate influences onclassroom practice, while the Taiwanese sample consistentlyexhibited difficulty in separating subject matter from pedagogy.Implications concerning cultural differences, interaction ofknowledge structure complexity and translation into classroompractice, and the advocacy for increasing subject matterbackgrounds of preservice teachers are discussed.

M6.10

APPRENTICESHIP TEACHING: ASSISTING PRE-SERVICEELEMENTARY TEACHERS IN DEVELOPING A COGNITIVEFRAMEWORK FOR SCIENCE CONTENT REPRESENTATIONAND INSTRUCTIONCarla M. Zembal. Joseph Krajcik, Phyllis Blumenfeld andAnnemarie Palincsar, The University of Michigan

The purpose of this study was to examine what pre-serviceelementary teachers come to understand regarding goals, sciencecontent representation and instruction as a result of participating ininstructional cycles of planning, enacting and reflecting. We refer tothis as apprenticeship teaching, the goal of which is to assiststudents in developing a framework for identifying and addressingrelevant considerations in planning and enacting effective scienceinstruction. Students participated in collaborative efforts to planintegrated lessons around a unit, engaged in interactive instructionwith peers and reflected on enactments during debriefing discus-sions. An analysis scheme derived from the literature was used toidentify patterns in the data from all phases of the instructional cycle.Results indicate that apprenticeship teaching can assist pre-serviceteachers in developing a way of thinking about issues associatedwith effective science instruction, particularly selecting and justifyinggoals and representing science content. Comparisons of patterns inthe enactment and debriefing data suggest that changes inenactments are closely linked to the pre-service teachers'understandings constructed during debriefing discussions.



M6.17

POSTMODERNISM AS A RESOURCE FOR SCIENCE EDUCATION?pancv Hrickhouse and Sandra Harding, Universityof Delaware; Ron Good, Louisiana State Univer-sity; Jay Lemke, City University of New York

Many perspectives on postmodernism in the arts,humanities, and social sciences have beenexpressed by supporters and critics of thismovement. What is postmodernism and what doesit have to say to those of us interested inscience education research? This questionwill be the focus for discussion in thissymposium. Of concern to many scientistsand science educators is the relativist opiate-mologl of science that appears to be at thecenter of postmodernism. Science For AllAmericans, for example, defines the nature ofscience in clearly nonrelativist terms. Howmight postmodern critiques assist in the reformof science education? Is postmodernismar.iscience? Even if postmodern critiques areseen to have little value to the enterprise ofscience, can science education and relatedresearch benefit from a careful study of issuescentral to this movement?

M7.01

CONSTRUCTIVISM IN ONE COUNTRY: THE NEW ZEALANDEXPERIENCEMichael R. Matthews, University of New South Wales

This talk will trace the development of constructivist thinKng in NewZealand science education from its origins in the late 1970s as atheory of children's learning, and expressed in the Roger Osborne ezPeter Freyberg book Learning in Science (Heinemann 1985), into afull-Hedged theory of knowledge, of curriculum, of teaching and ofeducation, that in the early 1990s has informed the development ofthe country's national science curriculum. Some strengths andweaknesses of the doctrine will be noted, especially theconstructivist non sequitur problem of moving from a learningtheory to a curriculum theory, an educational theory or to anepistemology.

Attention will be drawn to the mixed educational and culturalconsequences of using constructivism to inform science curriculumdecisions at a national level.

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M7.01

THE EMERGENCE OF SCIENCE EDUCATIONRESEARCH AS AN INTERNATIONALENTERPRISE.John R. Soda, North Dakota State UniversityJohn Sett lage, Jr. Cleveland State UniversityHsiao-Ching She, National Taiwan Normal University

The growth of an active internationalmembership within NARST suggests the existence of globalcenters of science education research. This study was designedto test this hypothesis by examining researchreports fromNorth America and Taiwan (Republic of China). Articlesfrom randomly selected issues of JRST and Science Education(1991-1992) and The Proceedings of the NationalkdanataunciLikaublioairlinaffaiwza(1991-1992)were first categorized according Pollard et al.'s1993 classificationscheme. Activity levels, represented by percentage of

coverage, were then established for North America and Taiwan.Examination of the results revealed that, in terms of percent coverage,the two regions were focusing on different aspects of science education.These differences suggest that science education researchactivity is global in nature.

M7.03

INVESTIGATING THE VALIDITY OF HANDS-ONPERFORMANCE ASSESSMENT IN SCIENCEAnthony W. Bartley The University of British Columbia

Performance assessment in science represents an area ofsignificant growth. As this form of assessment becomes morewidely used, questions of validity become more important. Thisstudy will identify and use a set of procedures for the examinationof the validity of a large-scale performance assessment inscience. The data collected as part of the Student PerformanceComponent of the 1991 B.C. Science Assessment, togetherwith the inferences presented in the Technical Report(Erickson, Bartley, Blake, Carlisle, Meyer and Stavy, 1992) andthe consequences c: the assessment will be investigated.Analytical procedures encompass both qualitative andquantitative research methods. The conclusions set out theimplications of the use of performance assessment tasks in large-scale assessment programs.

MONDAY, MARCH 28, 1994 -- AFTERNOON

M7.03

DEVELOPMENT AND VALIDATION OF A CURPICULUMTHEORY-BASED CLASSROOM ENVIRONMENTINSTRUMENT.Craig W. Bowen, University of Washington.

The study describes the development of a learningenvironment instrument based on a social-interactionistconception of curriculum. A draft instrument consisting ofsix curricular dimensions for three underlying cognitiveinterests (Technical, Practical, and Emancipatory) wereadministered to roughly 300 students in various university-level science courses. The resulting survey data wereanalyzed in terms of reliability estimates for the scales,interscale correlations, and class-based discriminantvalidity. The survey data were also factor analyzed toexamine item-scale structures. Based on these analysesthe final version of the learning environment instrumentwas developed. One use of the instrument was illustratedby highlighting the curricular experiences of students in acollege chemistry class for non-majors.

M7.03

RELIABILITY OF PERFORMANCE-PORTFOLIOASSESSMENT: PEER AND INSTRUCTOR GRADINGGilbert L Na izer, Ohio State University

The purpose of this study is to evaluate the reliability ofusing peer grading of perfarnarce-portfoice in anelementary methods cotrse. Peer gracing, althoughsuggested by some as a teacher time- saving device. iscontroversial. The percentage agreement of scoringamong peers and instructors was exam led in twosubsequent semesters of the muse. he results of thisstudy indicate that performance-portfolios can be reliablyand consistently graded by students.

NARST Meeting

M7.04

CURRICULUM REFORM: HIGH SCHOOL INTEGRATEDSCIENCERonald D. Anderson University of Colorado

This case study of a West Coast high school initiatingan integrated science program -- one of several cases in anational study of curriculum reform -- is designed to acquirean understanding of both the substance of the reform and themeans by which the reform was put in place. Data is acquiredprimarily through (1) observation of classes and other schoolevents, (2) interviews with individuals such as students,teachers and administrators, and (3) analysis of documents.The analysis produces descriptive and interpretive portrayalsthat address questions about Influences, results and dilemmaswithin the following dimensions: (1) personal, (2) interactional.(3) contextual, and (4) historical. Implications are drawn forschools entering into science curriculum reform.

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M7.04

CURRICULUM REFORM: A NEW MIDDLE SCHOOLCURRICULUM PACKAGEKathleen D and Ronald D. Anderson, University ofColorado

This case study of a Midwestern middle schoolimplementing one of the new NSF-funded science curriculumprograms one of several cases in a national study ofcurriculum reform is designed to acquire an understandingof both the substance of the reform and the means by whichthe reform was put In place. Data Is acquired primarily through(1) observation of classes and other school events, (2)interviews with individuals such as students, teachers andadministrators, and (3) analysis of documents. The analysisproduces descriptive and Interpretive portrayals that addressquestions about Influences, results and dilemmas within thefollowing dimensions: (1) personal, (2) interactional, (3)contextual, and (4) historical. Implications are drawn forschools entering into science curriculum reform.

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M7.04

CURRICULUM REFORM: MIDDLE SCHOOL INTEGRATEDSCIENCEJoan Whitworth and Ronald D. Anderson, University ofColorado

This case study of an East Coast middle schoolinitiating an integrated science program one of several casesin a national study of curriculum reform is designed toacquire an understanding of both the substance of the reformand the means by which the reform was put in place. Data isacquired primarily through (1) observation of classes and otherschool events, (2) interviews with individuals such as students,teachers and administrators, and (3) analysis of documents.The analysis produces descriptive and interpretive portrayalsthat address questions about influences, results and dilemmaswithin the following dimensions: (1) personal, (2) interactional,(3) contextual, and (4) historical. Implications are drawn forschools entering into science curriculum reform.

M7.05

MULTI-STATE SURVEY OF RURAL SECONDARY SCIENCETEACHERS' PERCEIVED NEEDSWilliam E. Baird, Aubum University; J. Preston Prather. Universityof Virginia; Kevin Finson, Western Illinois University; and J. SteveOliver, University of Georgia.

Research supports the idea that rural schools are unique. but fewprograms prepare teachers for the rural teaching arena. A reviewof studies on rural teaching revealed some characteristics of ruralscience education, but no single study was found that examinedrural science teachers' needs over a broad geographic anddemographic area using a single survey instrument. To buildsuch a data base, a group of science educators designed a 100 -item instrument to assess teachers' needs and teachingpatterns, obtain demographic data on teacher and schoolvariables, and solicit responses to problems confronting scienceteachers. Teachers in eight states across the nation weresurveyed. A total of 2,414 usable surveys were returned; andthe data were processed for each state and also pooled toprovide a broad perspective of teachers' perceived needs. Thestudy provided much information on similarities and differencesamong rural and non-rural teachers' perceived needs andpriorities. This information is important to educational policymakers and pre- and inservice teacher educators.

M7.05

STUDENTS' RANKING OF AND OPINIONS ABOUT THESTANDARDS OF LEARNING IN NIGERIAN SCIENCE EDUCATIONPROGRAM.Oluabemiro I Jeeede Distance Education Centre, University of SouthernQueensland, Toowoomba, Australia and Peter A OtOkebukola, Faculty ofEducation, Lagos State University, Nigeria

The purpose of this study was to investigate how post-secondary schoolscience education students rank some identified science education programstandards as well as seek their opinions regarding their perception of thedesirability and achievement of the standards in Nigeria. 265 final yearscience education students in 10 randomly selected Colleges of Educationparticipated in the study. The Science Education Program AssessmentModel (SEPAM) containing 13 identified program standards of scienceeducation was used for data gathering. The instrument developed for use inVirginia State science education and adapted for the Nigerian situation wasfound to be highly reliable using the test-retest procedure (r=0.92) and theKuder-Richardson 20 formula (m0.90). The results indicated that'encouraging students to become self-directed learners' and 'emphasizing theutilization of scientific values' were prioritized as first and last respectively.Paired t-test comparing opinions of the students about standards desirabilityand achievement indicated significant differences at p<.01. No significantgender differences were found in the sample's perception of the desirabilityand achievement of the science education program standards in Nigeria.

M7.05

KNOWLEDGE AND ATTITUDES TOWARDS AREA OFSPECIALIZATION OF STUDENTS IN TEACHER TRAININGPROGRAMSL. Linchayski Hebrew University, Israel, S. Dv, M.O.F.E.T., Israel, P.Tamir, Hebrew University, Israel, and D. Livne, Teachers College, Israel

The aim of the study presented hare was to find answers to two mainquestions: (1) What knowledge do student teachers who specialize inmathematics and science possess in their main subject of specialization?(2) What attitudes and beliefs are held by student teachers regardingtheir main subject matter of specialization? The study followed thedesign of a similar study carried out at the University of Exeter, U.K. Itwas conducted between 1990 and 1992 and Involved 337 Israelistudents studying in academic and nonacademic collages, in their thirdor fourth year of study towards qualifying to teach in either elementaryor junior high school. The knowledge of mathematics contained threesub-variables, general knowledge of mathematics, ways of formingmathematical knowledge, students' misconceptions regardingmathematics, while the knowledge of science contained two groups ofsub-variables, subjects of science (basic science skills, biology, physics,chemistry) and levels of thinking (level of knowledge, level ofunderstanding, high levels of thinking). The results show that in all sub-variables and in the total scores the students in the fourth year scorehigher than those In the third year; also, students In the junior high trackscore high than those In the elementary school track. When it comes tobasic skills in science and general knowledge In mathematics, thedifferences are smaller. There was no correlation between attitudes andknowledge, neither were there significant differences in attitudes betweentracks.

77

120


M7.06

IMPROVING ELEMENTARY SCIENCE TEACHING THROUGHCOLLABORATIONS: ISSUES OF POWER INUNIVERSITY/SCHOOL RELATIONSHIPS.Michael T. Haves, University of Utah

The purpose of this study was to investigate how powerinequities can effect collaborations between universityresearchers and classroom teachers. Recent research onuniversity/public school collaborations have overlookedhistorically derived power inequities which can infiltrate eventhe best collaborative intentions. This was a year long study

undertaken at a local elementary school. Ethnographictechniques such as field notes, participant observation and

interviews were used to collect data. Analysis of the data

indicates that attempts by the participants to overcome oracquiesce to institutionally derived power inequities werecentral in the development of collaborative relationships. This

served to undermine the potential positive effects of the

partnership.

M7.06

THE IMPACT OF LEADERSHIP DEVELOPMENT ON PERCEPTIONSOF THE ELEMENTARY LEAD SCIENCE TEACHER ROLE.Catherine R. Nesbit and Josephine D. Wallace, University of NorthCarolina at Charlotte

The purpose of this study was to examine the concerns andperceptions of the lead science teacher role as twenty-two elementaryteachers progressed through a year and a haft leadership developmentprogram at the University of North Carolina at Charlotte. Theparticipants' concerns and perceptions were measured at four intervalsusing the Stages of Concern Questionnaire (SoCCI) and the FocusGroup Interview technique. Principals' perceptions were gathered twotimes during the program using the Focus Group Interview.Additionally, lead teachers from two of the eleven project schools, theirprincipals, and randomly selected teachers were individuallyinterviewed regarding their perceptions of the role near the conclusionof the program. SoCQ results indicated a decreased level of concernabout being a lead science teacher during the program in all categoriesexcept Awareness and Collaboration. Focus Group Interview datarevealed changes in the way lead science teachers and their principalsviewed leadership. Their perceptions shifted from a responder role toan initiator role and from a more autocratic role to a more democraticrole. Individual Interviews indicate lead teachers, principals, and otherteachers generally perceive the lead teacher as a resource person.

78

M7.06

ROLES, INTERACTIONS, AND MENTORPTO STYLES OFTEACHER SUPPORT TEAM MEMBERS IN A MIDDLEGRADES SCIENCE TEACHER INDUCTION PROGRAMJohn R. 'Maas, Georgia Institute of Technology

The purpose of this study was to explore the roles that the TeacherSupport Team (1ST) members assumed in a beginning middle gradesscience teacher .eduction program, investigate the interactionsbetween members of the 1ST, and characterize the mentoring styleof the interactions used in providing support to three beginningscience teachers. The 1ST included thre members: (1) a school-based teacher (internal mentor); (2) a university resource person(external mentor); and, (3) a beginning science teacher. Thisprogram only matched beginning science teachers with mentors whowere experienced science educators. Feedings indicate an effectiveinduction program to assist beginning teachers should include:multiple sources of support; financial support for all members of the1ST; support for the beginning teachers instead of evaluation; carefulmatching of mentors and beginning teachers by grade level andcontent areas; and, scheduled time for interactions between 1STmembers. Based upon the results of this study and other studiesshout induction, beginning teachers should be supported as theymake the transition from press vice education to experienced teacher.

M7.07

CHANGES IN STUDENTS' UNDERSTANDING OF EVOLUTIONRESULTING FROM DIFFERENT CURRICULAR ANDINSTRUCTIONAL STRATEGIES

Murray Jensen and Fred Finley, University of Minnesota

This study assessed students' teaming of evolution by naturalselection within four different sections of an introductory biologycourse. Each section used a different combination of curricularmaterials (either Vaditional or tsforically-rich materials) andinstruction (either paired problem solving or traditional lecture).Students in the study completed pre and post interventionevolution tests. Students' responses were analyzed to createvariables for both correct and Incorrect conceptions of evolutionby natural selection. Pretest and posttest data were used tocreate difference scores that were compared bothwithin andbetween teaching sections. Pretests to posttest differenceswithin each section showed gains in correct understanding butfew reductions in misunderstanding. No differences were foundbetween sections in either the curricular or instructionalcomparisons. Results indicated that students'misunderstandings related to Larnarckian evolution to be moreresistant to change than any other type identified.

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M7.07

THE EFFECT OF BACKGROUND MUSIC ON STUDENTMOTIVATION IN AN INTRODUCTORY COLLEGE BIOLOGYLABORATORYShawn Mueske, Wilmar Community College and D. Daryl Adams,Mankato State University

This study investigated the effects of background music onstudent motivation. 218 students enrolled in a non-majorintroductory college biology course participated in the one quarterstudy. All laboratory sessions were conducted in two identicallaboratory rooms one with background music and the otherwithout. Students motivation in the laboratory was measured byassessing individual student's attitude towards the laboratory,academic achievement in the course, time spent in the laboratorysessions, and time-on-task while in the laboratory. Statisticalanalysis showed no difference (p<.05) in attitude towardslaboratory or in academic achievement. Statistical analysisindicated that the students participating in the sessions withbackground music spent more time in the laboratory and had ahigher on-task ranking than their non-music counterparts (p<.05).

M7.07

A CROSS AGE STUDY ABOUT INSECT METAMORPHOSIS:ESCAPING ROTE BIOLOGY.M. Susan Nichols and James H. WanderseeLouisiana State University

M7.08

PROGRAMA REGIONAL DE CIENCIA Y TECNOLOGIAJUVENILJorge Bueno, v Nally Dfaz, Ministerio de Educ.aciOn y Cultura delUruguay, Uruguay

COPAE L.A. as una organization estructurada a partir deUNESCO is que participan siete paises: Argentina, Brasil,Bolivia, Chile, Paraguay, Peru y Uruguay. Con el apoyo de unnumero significativo de instituciones nacionales e intemacionalesse planifica cada afro un "Programa intemacional de ciencia ytecnologia juvenir, que permite a los jovenes de la regiOn,compartir sus trabajos de investigation.

M7.08

POSTGRADO EN BOVINOS DE CARNE: UNA OPCION PARA LAZONA MAR DE CORTEZRafael de Luna de La Pena, C. H. Hernandez, V. J. Espinoza,H. A. Palacios. Universidad Autenoma de Baja California Sur, Mexico

The purpose of this study was to analyze the nature of publicschool students' alternative conceptions about Insectmetamorphosis (as Identified In grades 5, 7, 9, and 11) and tosuggest ways of teaching this common science curriculum topicmeaningfully. Data gathered via sequencing Illustrations of bothtypes of metamorphosis, drawing concept circle diagrams aboutmetamorphosis, and responding to live-insect-based clinicalinterviews were Integrated to yield the following findings: (a)students very seldom gave evolutionary explanations or ecologicaladvantages for the existence of insect metamorphosis; (b) theirscience texts presented insect metamorphosis In ways thatencouraged rote learning; (c) graphic probes (Illustrations,students' self-constructed concept circle diagrams) revealed priorknowledge about insect metamorphosis that semantic-orientedquestioning masked due to the interviewee's unfamiliarity with(or confusion of) concept labels; (d) none of the studentsevidenced any biological understanding of how Insectmetamorphosis occursviewing it as almost magical; and (e)although students' understanding of insect metamorphosis grewas they moved through school, out-of-school learning experiencesappeared to explain much of that cognitive growth.

79

La zona Mar de Cortez comprenda los estados de Baja California Sur,Baja California, Sinaloa, Sonora y Nayarit, localizados en la partenoroeste di la repUblica mexicana, en cada uno de as cualas exist. porlc manor; una institution de Education Superior donde se ofrecendiferentes opciones curriculares de postgrado, sin embargo onganaderla, solo en el Instituto de Investigaciones an Agricultura yGanadaria de la Universidad Autonoma de Baja California exists laposibilidad de roalizar .studios de postgrado.cfreciondose Ia maestrlaen sistomas de produccien animal con dos opciones, una as productionde came y la otra as produccidn do lochs, razen por Ia cual se planteala creation del postgrado on bovinos de came con cuatro opcionestorminalos: Nutricidn, Reproduccidn, Mano0 de Pastizalos yAdministration. El plan de *studios esti disencuo pars cursarse en dosafros, el primer° as un tronco cormin con 10 materias, al final de este seelige una de las opcionos terminates, cada una con ocho materias, sesongs ademas Is presentacien de un programs especial de investigationy Ia elaboration de una tesis. La Ifnea prioritaria de investigacien as eldesarrollo do la production do came de bovinos en zonas

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M7.08

EXTENSION AGROPECUARIA: UNA EXPERIENCIAFUNDAMENTAL EN EL PRINCIPIO PEDAGOGIC° DELTRABAJOR. Santos Universidad Autenoma de Baja California Sur, Mexico

Aborda Ia education rural a trawls de la Extension Universitaria(Funcion sustantiva) como vInculo de Ia universidad con Iasociedad, a traves de un centro pilotc de production,investigation y extension agropecuaria en la produccien al/loofade polio de engorde y gallina de posture por un grupo demujeres campesinas en la comunidad Oda! de El PescaderoBaja California Sur.

M7.09

ENSENANZA DE LA OUIMICA EN LA EDUCACIONSECUNDARIAtlasoberto Caceres Rojas, y_ Jose Munoz Castillo, UniversidadNational de Colombia, Colombia

Desde hace varios &los se ha hecho evidente la necesidad douna interaction real y efectiva entre las etapas de formaci6nmedia y universitaria en las Clencias Nature les yespecificamente en Ia Ouirnica. Estas etapas han estadotradicionalmente aisladas en su programacien y desarrollo. Atraves de cursos de actualizaciOn programados por Ia

universidad, estas instancias han venido acercandose desdehace varios albs y se han diseflado alternatives de trabajo quese aplican en este proyecto. Este trabajo busca alcanzar unaformation conceptual y experimental de los profesores desecundaria acorde con los tiempos modemos, que les perrnitaser autenomos y creativos en el desarrollo de su tarea.

80

M7.09

EXPLORACION Y ANALISIS DE LAS CONCEPCIONES YACTITUDES DE LOS DOCENTES DE FISICA A NIVEL DEENSENANZA MEDIA BASICA Y PROPUESTA DE NUEVASALTERNATIVAS METODOLOGICASClare Elvira Camaro°, Eduardo Zalamea Godoy, y Jorge EnriqueZamora Guevara. Universidad Nacional de Colombia, Colombia

Asi como existen obstaculos epistemagicos que dificultan Iaconstruction del conocimlento cientifloo de los alumnos, tambienexisten preconcepclones y prejulcios solidamente arraigados enlos profesores que les Impiden ver Ia necesidad de modificar suquehacer docente en una direction tal que propicie elmejoramiento cualitativo de Ia enseflanza de las disciplinescorrespondientes. Este investlgacion se plantea como unainstancia dentro del aula de modo tal quo el profesor 1. Cobreconciencia de Ia necesidad de reorientar su quehacer a partir desu interacciOn. 2. Se disponga a recibir la capacitationadecuada mediante una sada fundamentacien en, cuantomenos, tres niveles a saber: Te6rico-Disciplinario.Epistemologico y Metodologico.

M7.09

ENSENANZA DE LA BIOLOGIA EN LA EDUCACIONSECUNDARIAAngela Chaparro de Barrera, y Martha Orozco de Arnez uitaUniversidad Nacional de Colombia, Colombia

La investigacin sobre la enseflanza de la Biologic on Colombiano se ha realizado de manera ordenada ni sistematica. Lasevaluations efectuadas seflalan: a) Insuficiente saber de losmaestros on cuanto a metodos, desarrollo historic° y social, yaspectos baslcos de la discipline. b) Posibilidad de mejorar losmatodos de la enseflanza de Ia Biologic motivando a losmaestros con talleres de capacitation que se alejen delesqueema rutinario y repetitivo tendiente a mitificar la ciencia yen el que poco se tiene on cuenta el quehacer del docente en elaula.

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M7.09

PROYECTO UNIVERSITARIO DE INVESTIGACION:ENSENANZA DE LAS CIENCIASJose Grown° Rodrfauez, Universidad Nacional de Colombia.Colombia

El proyecto unfversitario de investigacien: Enseflanza de lasCiencias es un macroproyecto que pretend° explorar ydesarrollar aftemativas de ensetlanza en las diversas areas delconocimiento con el fin de mejorar Ia calidad de Ia educacion apartir de las disciplinas mismas, generando una cufturaacademica en la escuela que foment° la racionalidad cientfficay la produccion critica del conocimiento. El proyecto desarrollaprogramas deformacion de docentes on serviclo de diversosniveles de Ia educacien involucrandolos en procesossistematicos de produccion de conocimiento pedagogico conmiras a realizar cambios en las praticas educativas. Participan27 profesores de la Universidad Nacional de Colombia quienestrabajan con una concepoign muftidiscipllnaria en 15subproyectos quo cubren los campos de Lenguaje, Literatura yLenguas Extranjeras; Maternatica y Ciencias Naturales; Filosof fay Ciencias Socialesy Salud.

M7.11

TEACHING METHODS USED BY PROFESSORS OF SCIENCETO DEVELOP CRITICAL THINKINGDeyanira Bamett, y Lydia de Isaacs, Lydia, Universidad dePanama, Panama


81

M7.11

THE NOTION OF INTERDISCIPLINARY STUDIES AS A FOCALPOINT FOR THE TEACHING OF CELLULAR ANDMOLECULAR BIOLOGYNorma Constanza Castafto Cuellar Francia Cabrera Castro. yWilliam Mora Penaaos, Universidad Pedagegica Nacional,Colombia


M7.11

LEGACY OF RESEARCH IN PERUVIAN UNIVERSITIESEsteban Castellanos Universidad CatOlica del Perri, Perri

Spanish abstract may be found under session number 54.08

.121


M7.1 1

THE CONCEPTUALIZATION OF CHEMICAL PROBLEMSEdgard° R. Donati, J.J. Andrade Gamboa, y Daniel 0. Martire,Universidad Nacional de La Plata, Argentina


M7.1 1

INDUCED MISCONCEPTIONS IN THE TEACHING OFCHEMISTRYEdgard° R. Donati, Daniel 0. Martire, y J.J. Andrade Gamboa.Universidad Nacional do La Plata. Argentina


82

M7.1 1

STAGES IN ALTERNATIVE CONCEPTIONS OF MOTION:A COMPARISON OF RESPONSES IN THREE COUNTRIES.Shulamith Graus Eckstein, Maria Kozhevnikov andTehila Lesman, Technion-Israel Institute of TechnologyMichal Shemesh Lomask.Department of Education. State of Connecticut

A systematic study of children's ideas of motion was carriedout in three countries: Israel (N=631), England (N=383)and Australia (N=357). A four-part questionnaire aboutmotion was administered to pupils from Grade 2 to Grade12 (ages 7 to 18). The responses were categorized accordingto level of sophistication. The responses of the children inEngland were very similar to those in Australia: but therewere significant differences in their responses from those ofIsraeli children. In some cases. the differences favored theAustralians and English. and in other cases they favored theIsraelis. For three of the questions, it appears that childrenpass through distinct, successive stages with respect to theirconceptual understanding. A mathematical model wasdeveloped which gives the proportion of children in eachstage as a function of age. It predicts that the proportionof subjects at each stage is a linear combination ofdecreasing exponentials. and it fits the data well.

M7.1 1

CONCEPTUAL NETWORKS,THEORYLydia Galaoovsky, Universidad

Spanish abstract may be found

125

PART I: FUNDAMENTAL

de Buenos Aires, Argentina

under session number S6.08.


M7.11

CONCEPTUAL NETWORKS. PART II: PHYSICS THEMES ASAPPLICATION EXAMPLES FOR MIDDLE LEVELLydia R. Galagovsky, y Nora Ciliberti, Universidad de BuenosAires, Argentina


M7.11

POSSIBLE PARTIAL MODELS ABOUT GENETICS BASICCONCEPTSC. L. Gallegos, F. C. Flores, S. M. E. Jerezano, y Z. C. Alvarado,Centro de Instrumentos. Universidad Nacional AutOnoma deMexico, Mexico


83

M7.11

THE RELATIONSHIP BETWEEN STUDENTSMOTIVATIONAL PATTERNS AND INSTRUCTIONALSTRATEGIES IN SCIENCE TEACHINGAvi Hofstein The Weizmann Institute of Science, Israel.Geoffrey Giddings and Bruce Waidrip, SMEC, CurtinUniversity of Technology, Australia

During the last decade, much attention has been drawn to thecognitive aspects of students' characteristics but little attentionhas been given to the motivational aspects of scienceeducation. This paper describes a study conducted in Israeland Australia in different educational settings and in differentscience subjects. Four typologies of students were identifiedas having different preferences for particular instructionalstrategies, namely the "curious', the 'achiever", the"conscientious" and the "social"; The results indicate that notonly an interrelationship exists be.,,,ieen students' preferencesfor particular instructional strategies and their motivationalprofile but there are also patterns relating to the subject itself.In particular, differences were observed regarding Biology andPhysics curricula.

M7.11

PRECONCEPTS AND THEIR REPRESENTATION IN BASICCONCEPTS OF GENETICSS. M. E. Jerezano, Z. C. Alvarado, C. F. Flores, C. L. Gallegos,Universidad Nacional Autdnorna de Mexico, Mexico



M7.11

TEACHING STRATEGIES, STUDENTS' CLASSROOM LEARNINGENVIRONMENT AND STUDENTS' CHOICE OF AN ADVANCEDCOURSE IN HIGH SCHOOL CHEMISTRY.Avi Holstein, Weizman Institute of Science, Rebovot, Smadar Avishay andReuven Lazarowitz, HT Technion, Haifa, Israel

The purpose of this study was to investigate the relationships betweenteaching strategies, classroom learning environment and students' attitudes,and students' choice of an advanced course in chemistry. The sampleconsisted of five chemistry teachers and 278 students from the 10th, 11th,and 12th grades. Students from the 11th and 12th grades learnedchemistry at the 3 and 5 points level for the matriculation exams.Teachers' strategies were observed in the class and laboratories. Eachteacher was observed in nine consecutive periods. Based on theobservations, a teaching profile was constructed related to five strategies:a) teaching style; b) teacher-student interaction; c) teaching of concepts; d)cognitive level of teachers' questions: and e) teachers' reactions tostudents. Results show significant positive correlations 1) between currenttopics taught and previous knowledge, and 2) between diversification ofthe teaching means and both teacher-students interaction and classattendance. Significant negative correlations were found between teachingstrategies and students' attitudes. In the 10th grades, 583% opted for anadvanced course in chemistry (34.1% opted for a 3 point level course and65.9% for a 5 point level). The main reason for choosing the course was'interest in the subject matter.' This level of interest increased with age.

M7.11

A PROPOSAL FOR AN EXPERIMENTAL INTEGRATEDCURRICULUM PLAN BETWEEN THE NATURAL SCIENCESAND TECHNOLOGY AT THE PRIMARY LEVEL AND ANALYSISOF THE PLANGukto Alfredo Moncayo y Cesar Auctusto Lara, UnlversidadPedag6gica Nacional. Colombia

Spanish abstract can be found under session number T2.08.

84

M7.11

LAWSON AND TOLT TEST CORRELATION IN A SAMPLE OFPANAMANIAN STUDENTSMarfa Rosa Montanri v Matilde V. du Samudio, Universidad dePanama, Panama


M7.11

BIOLOGY STUDENTS' IMAGES ABOUT SCIENCE: ANEPISTEMOLOGICAL ANALYSISWilliam Manuel Mora Penaaos, Universidad PedagogicaNacional, Colombia

Spanish abstract can be found under session number S6.08.

127


M7.11

RESEARCH UNIVERSITY PROJECT IN SCIENCE TEACHINGJose Greoorio Rodriquez, Universidad Nacional de Colombia,Colombia

Spanish abstract can be found under session number M7.09.

M7.11

THE DESIGN OF HYPERMIDIAL INSTRUMENTS IN THETEACHING OF CHEMISTRY AND BIOLOGYAntonio E. Benevento Morales, Universidad Nacional de SanAgustfn de Arequipa, Peru


85

M7.11

STUDENTTEACHING GROUNDED IN THE CONSTRUCTIVISTPARADIGMMarta Ouesada Solemn, y Jose M. L. Zamora Callo, UniversidadNacional Autenoma de Costa Rica


M7.12

CLASSROOM-BASED ASSESSMENT: FORCE AND MOTIONZangyi Deng, Michigan State University

The purpose of this study is to developalternative assessment strategies and toolsfor the topic of force and motion in middleschool science. It is conducted in threephases: A) Identification of key ideas andlearning goals on the basis of contemporaryscience education program. and newcurricula frameworks. El) Literature reviewin which students' misconceptions,historical and philosophical issues inrelation to the key ideas are identified.C) Development of performance assessmentstrategies and tools in which six types ofstrategies and tasks were proposed. Theyinclude observation, interpretation,application, use of graphical and symbolicrepresentation, use of apparatus andmeasuring instrument, planning ofinvestigation, and performance ofinvestigation.

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M7.12

PERFORMANCE ASSESSMENT IN SCIENCE: FROMCLASSROOM EMBEDDED TO STATE ON-DEMANDASSESSMENTMichel S. Lomask Jeffrey Greig, Connecticut State Departmentof Education and Robert A. Lonning, University of Connecticut

The purpose of this paper is to describe efforts by the state ofConnecticut to implement performance assessment in its state-wide assessment program. The state-wide assessment.Connecticut Academic Performance Test (CAPT), was designednot as an achievement test, but rather as a high levelperformance test for tenth graders. Although there has been aconsiderable amount of research on incorporating performanceassessment into classroom instruction, little is known aboutimplementing these strategies into an on -demand state. -wideassessment. Several important issues were addressed indevelopment of CAPT: a) Content of assessment activities, b)Length of assessment activities, c) Administration ofperformance assessment, d) Cost of assessment administration,e) Cost of assessment scoring. The assessment modeldeveloped consisted of two parts: 1) A lab activity administeredby science teachers to all students 2-4 weeks before the formalCAPT, and 2) Open-ended questions, including reflection onthe results of the experiment and suggestions for ways toimprove it aministered as part of the formal CAPT. Piloting of theperformance assessment has received mixed reviews from state-wide science teachers.

M7.12

THE ROLE OF RESEARCH IN DEVELOPING PROJECT 2061BENCHMARKS FOR SCIENCE LITERACYSofia Kesidou American Association for the Advancement ofScierr.e

This paper addresses the relationship between research into howstudents think and learn in science and the development ofProject 2061 benchmarks for science literacy. The benchmarkspropose a sequence of steps through which students mightprogress to reach desired outcomes specified for high schoolgraduates in Science for AU Americans. Benchmarks result froma process Project 2061 calls -back-mapping.- *Backmapping"involves considering what the component ideas are for a particularlearning goal, then imagining lower levels of sophistication atwhich these ideas might be understood at earlier grade levels.Benchmarks reflect the logical structure of science and anunderstanding of student learning, gleaned from teachers'experience as well as from research into how chikiren learn.Because such research is limited in many areas, developingbenchmarks is a specially difficult task. Kinds of research provingmost useful and further research needed in developing andrevising benchmarks and curriculum based on them will beidentified.

M7.12

THE NATURE OF BEING VALUEDMark J. Volkmann and William C. Kyle, Jr..Purdue University

This study focuses on the question: What is thenature of being valued? This research deals withthe meaningfulness of work in the livedexperience of two science teacher-leaders whoparticipated in the Scope. Sequence, andCoordination project. The hermeneuticphenomenological interpretation of their personalstories coupled with analyses of excerpts from anovel: Goodbye Mr. Chios (Hilton. 1934). a film:To Sir With Love (Clavell, 1966). and theetymology of value (Skeat. 1980. Simpson. &Weiner, 1989) enabled me to construct anunderstanding of the nature of being valued.This interpretation unravels the themes ofstrength, worth, and integrity within the worldof work showing how the experience of beingvalued is composed of the fabric of theseintertwining themes. This study questions themoral and ethical basis of objectivist research.

86

M7.12

THE EFFECTS OF AN INTEGRATED VIDEO-ENHANCEDCHEMISTRY CURRICULUM ON STUDENT ATTITUDES ANDACHIEVEMENT IN HIGH SCHOOL CHEMISTRYmaumealudamaem, William S. Harwood, and William G. Holliday,University of Maryland, College Park

The purpose of this Investigation is to view theachievement and attitude differences between high schoolstudents who will experience a general chemistry courseenhanced with The World of Chemistry video series (eight video-enhanced micro-units per semester) and those students who willreceive no video-enhanced media interventions within theirgeneral chemistry course. In addition to media enhancement, theeffects of student ability and teacher Instructional modality(teacher/student centeredness) and how they relate to media usewill be examined across the dependent variables of achievementand attitude. The standardized High School Subjects Test:Chemistry, individual researcher designed criterion referencedmicro-unit tests, and the High School Chemistry Student OpinionSurvey are the tools employed to measure student achievementand attitude. Twenty-two high school chemistry teachers and over1000 high school chemistry students are participating in this yearlong experimental study. An additional detailed case study is beingconducted on a small sample of chemistry students in a high schoolfor the performing arts. At this time, preliminary results indicatereason to suspect significant achievement and attitude differencesbetween the treatment and control groups.



M7.12

COMPUTER MEDIATED COMMUNICATION BETWEEN URBANMIDDLE SCHOOL STUDENTS AND SCIENTISTSBrian Murfin. Queens College CUNY

The main goal OT i;3 was to determine the characteristics ofeffective and ineffective computer-mediated communication (CMC)between urban middle school students and scientists. The sample inthis study was made up of twenty urban middle school students. Tenadults, scientists and non-scientists, also participated. An electronicbulletin board system (BBS) was used to link the scientists and students.Nine hundred and eleven messages were posted on the BBS over a tenweek period. A content analysis of all messages revealed, among otherthings, the following: 1) the number of pt.:slave messages was greaterthan the number of neutral or negative messages; 2) the students mainlysent messages to only one individual and did not take advantage of themultiloguing capability of CMC; 3) non-science messages were morenumerous than were science messages. Cross gender and cross ethnicinterpersonal relationships were successfully established between thestudents and scientists. Communication genres appeared to be animportant context-sensitive factor which influenced whether CMC wassuccessful or not.

M7.13

WHAT COGNITIVE PROCESS APPEARS TO ENHANCE ORHINDER LVN STUDENTS' PROBLEM SOLVING ABILITIES?A. William Allen, University of Texas at Austin

The purpose of this study was to describe the cognitive andpsychological factors that inhibit Licensed Vocational Nurse(LVN) students from being able to solve medication dosagecalculation problems. Two LVN students with similar age, socio-economic and educational backgrounds were chosen from a self -selected population of junior college LVN students. Each subjectwas interviewed in order to illuminate what confidences andanxieties they had about the medication calculations they wereexpected to have mastered. Finally, the students were asked todo a talk-aloud as they attempted to do two medicationcalculation problems of differing difficulty. After they had finishedthe problems, students were asked to try and remember whatthey were thinking as they worked on the problems. Resultsindicated that although students had similar high schoolmathematics backgrounds and felt confident they could domedication calculations, only the student that consistentlyidentified the goal, restructured the data, estimated the result andselected the appropriate algorithm from memory was successful.The unsuccessful student took twice the time, did not correctlyidentify the goal or estimate an answer and spent much of thetime trying to apply inappropriate rules drawn from memory.

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M7.13

An Assessment Of The Effects Of Inquiry Instruction OnUndergraduate Biology Students' Ability To Solve Problems InScience And Improve Attitudes About ScienceFletcher Brown and Dr. Jane B. Kahle, Miami University

This paper presents the results of a study assessing the effects ofinquiry instruction on undergraduate biology students' ability tosolve problems in science and improve attitudes about science.The dependent variables in this study were, contentunderstanding, process skills abilities, science attitudes, and theclassroom environment. The research design included a quasi-experimental approach and the use of both quantitative andqualitative measures. Results showed significant gains insubcategorizes of all dependent variables mentioned withstudents who participated in a biology course developed withinquiry instruction as the guiding methodology.

M7.13

PARTNERSHIPS BETWEEN COLLEGES AND HIGHSCTIOOLS:MORE PRODUCTIVE OPPORTUNTIIES FORADVANCED HIGH SCHOOL STUDENTSKonamcallut. University of Georgia and John R. Wiggins,Georgia Institute of Technology.

This descriptive study was designed to jive .cigate a project developedby the Georgia Institute of Technology to provide high schoolstudents with an additional option fal obtaining college chemistrycredit at Georgia Tech. Chemistry pi ofessors from Georgia Techand three Metro Atlanta area high sell& ol teachers integrated theAdvanced Placement (AP) Guide and the syllabi for the first twoquarter of Georgia Tech chemistry. The pm k-cise of this study wasthe assessment of the partnership program betwet. 1 the university andthe three high schools. Student achievement, sti lent and teachersattitudes, and comparisons with students from a more traditional APprogram were investigated. Student reactions concerning this newapproach to an Advanced Placement Program were positive. Theyfelt that they received dual benefits from this program (1) theywerebetter prepared for the AP emnination and (2) with an A or B inthe course, they were eligible to receive two quarters of collegechemistry aediL Teachers believe that students displayed moreintense study habits and class participation throughout the entireschool year.

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M7.13

AN AUTOBIOGRAPHIC ACCOUNT OF PHYSICSTEACHER EDUCATION AND LEARNING TOTEACH PHYSICS IN CHINA

Zongyi Deng, Michigan State University.

The purpose of this paper is to reveal themeanings of physics teacher education andlearning to teach physics in China throughwriting and analyzing professional history.The author provides a thoughtful andcompelling life-narrative about hisexperience as a physics student at ateacher college, his experience as astudent teacher at a high school, and hisexperience as a physics teacher and teachereducator at a normal school. The accounthighlights the substantial differences inphysics teacher education and physicsteaching practice between the U. S. andChina. The author argues that learning toteach physics involves a common process ortransition: a confrontation of the self-image and a subsequent reconstruction ofthe self-image in light of the classroomreality. The author hopes that this accountwould be of interest and use to hiscolleagues in the United States and

elsewhere.

M7.13

A PRELIMINARY STUDY OF A RESIDENTIAL

PROGRAM FOR COLLEGE SCIENCE,MATHEMATICS, AND ENGINEERING MAJORSChristian_) Foster, The Pennsylvania State University

Freshman In Science and Engineering (FISE) House hasrecently completed its first year as an experiment insupportive living. This population of students has a highrepresentation of women and minorities, who are normallyunderrepresented in science, mathematics and engineeringmajors. Naturalistic research techniques were utilized toestablish the social, physical and historical context for theprogram. The main source of data was a series of open-

ended interviews with representatives of the foundingcolleges, with representatives of residence life, and withstudent members of the program. Early findings indicate ahigh degree of institutional cooperation, high studentsatisfaction and good general program success. Appropriateprogramming to fit a diverse populations needs and theeffect of separate residence halls on equity issues need tobe investigated further from the students point of view.

M7.13

A PROJECT EVALUATION FOR HOWARD HUGHESUNDERGRADUATE RESEARCH INTERNSHenderson, Nannette Smith, Shirley M. Smith and Sarah B.

Berenson, North Carolina State University

During the first year of the Howard Hughes Project twoinstruments were used for evaluating the progress of

undergraduate interns. The Nature of Science survey (Rubba &Anderson, 1978) and concept mapping, as described by Novak& Gowin (1984) were chosen to examine the interns' organizationand representation of their knowledge about the internshipproject. During the second year of the program this studyapproaches the undergraduate intern evaluation in a differentway. Several evaluative techniques will be used and compared.They are (a) the Nature of Science survey (b) interviews with theparticipants, (c) discussions of views of science with peers andexperts, (d) opportunities for the interns to construct conceptmaps throughout the internship while discussing those maps withthe professors, and (e) "expert" maps that will be constructed bythe professors.

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FACILITATING HYPOTHETICO-PREDICTIVE SUCCESSIN BIOLOGY THROUGH APPLICATION OF PROCEDURALANALYSIS AND SKILL THEORY.Roy Hurst, University of Southern Mississippi

The purpose of this on-going study is to com-pare procedural tendencies of successful andunsuccessful biology students while solvinghypothetico-predictive problems, and to applya skill theory model in promoting developmentof appropriate solution patterns in marginalsubjects. Subjects completed problem sheetsand analyzed their reasoning. Procedural pat-terns were then obtained for respective pre-diction success groups through systematicanalysis of these protocols, and compared tothose reported by D. Lavoie in a previousstudy. Lasuccessful and transitional problemsolvers are currently being exposed to activepractice situations in a supportive contextincluding computer simulations, with the goalof transforming their procedural skills. Theresults are to be finalized by March, 1994.

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M7.13

A HOLISTIC STUDY OF THE EFFECTIVENESS OF THE IOWACHAUTAUQUA PROGRAM: TEACHER, STUDENT, ANDLONGITUDINAL PERSPECTIVES.Chin-Tang Lui, Robert E. Yager and Susan M. Blunck, Universityof Iowa

Many criticisms/problems of inservice programs in the past, suchas lack of a planned or systematic approach, lack of adequatefunding irrelevance of perceived professional needs, lack ofdirection, and ignorance of the latest developments concerninginstructional techniques, provoke many people to question theimpact of inservice programs for Improving the situation ofscience education. However, inservice education is stillrecognized by many people as the most important facet ofscience teacher education. The Iowa Chautauqua Program la aninservice program which has been validated by the NationalDiffusion Network (NDN); it is a program that has resolved manof the problems associated with most inservice efforts. In thisstudy, a few major changes in teachers and students wereinvestigated as a result of participating in the Iowa ChautauquaProgram. Results indicate that both teachers and studentsreported significant changes in many areas.

M7.13

STUDENT CHEATING IN COLLEGE SCIENCE CLASSESThomas R. Lord, Indiana University of Pennsylvania

A study of undergraduate collusion in science courses was under-taken at a mid-sized eastern university. An equal number of maleand female evenly representing each class took put in the survey.Thirty percent of the students were majoring in a science disciplinewhile the remainder were registered in other departments in theuniversity. The survey was answered during the students sciencecourses. The results reveal that eighty percent of the studentsadmitted to collusion of some form in a science course. Thedishonesty ranged from cheating on a quiz or exam to plagerizing awritten work to forging a professor's signature. The major reasongiven by the violators was the intense pressure to do well in comesfor future employment or entrance into graduate school. The studyfouiad that males were more likely to cheat in science than femalesand freshmen more often to cheat than upperclassmen. More thanhalf the students believed the majority of their classmates cheated inscience but only ten percent would report a classmate they knew wascheating to a professor. When the survey was compared to earlierstudies on student cheating, it was revealed that collusion in collegescontinues to be a severe problem.

M7.13

A CASE STUDY OF THE IMPLEMENTATION OF AHANDS-ON ELEMENTARY SCIENCE PROGRAMTHROUGH AN EDUCATIONAL SERVICE UNIT IN ARURAL AREA.Dr. Donald McCurdy and Kathryn Undernii, University ofNebraska-Lincoln.

Rural communities frequently have trouble in deliveringan effective hands-on elementary science program.Identifying the problems and needs of rural elementaryschools through research and interviews, gathering dataand then developing and implementing an effectiveprogram was the objective of this research. The 14teachers identified In an Educational Service Unit weretrained in the use of the Full Option Science System,(FOSS). Classroom science activities were video tapedand the teachers and individual students wereinterviewed collecting qualitative data about attitude andperformance in science learning activities. Resultsindicated that teachers, when provided with adequatetraining, support, and science materials will demonstratemore confidence and reduced anxiety and willsuccessfully teach a hands-on science program.Students become more actively involved ih their ownlearning and develop a more positive attitude towardscience.

M7.13

CRITICAL ANALYSIS OF DEVELOPMENTALASSUMPTIONS UNDERLYING YOUNG CHILDREN'SSCIENCE INSTRUCTIONeilleen E. Met Unversity of California, Riverside

Science curricula for primary grade children frequentlyemphasize observation of concrete objects, study of theirproperties, and their subsequent categorization. Thispractice reflects several premises regarded . asdevelopmental constraints: (a) organization of concreteobjects using the logical-mathematical structures of seriationand classification constitute core intellectual strengths orattainments within reach of primary grade children, (b) primarygrade children cannot comprehend ideas that are notrepresented by concrete objects as they are "concretethinkers" and (c) primary grade children have not yet graspedthe logic of experimentation or scientific inference. Thepaper analyzes these premises in light of the writings ofPiaget, to whom the ideas are commonly attributed, as well ascontemporary developmental theory. These literatures andothers support the feasibility of a much richer framework foryoung children's science curricula, where these cognitiveprocesses previously approached as ends In themselvesbecome tools in a more contextualized and authenticscientific inquiry.

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M7.13

A DESCRIPTION OF THE CHANGE PROCESS 'IN A MIDDLESCHOOL SCIENCE CLASSROOM.Patricia G. Nason, TX A&M University

The purpose of this study is to examine theprocesses and implications of change on the reformof middle school science in the classroom of a 7thgrade, life science teacher who is attempting toimplement. the middle school philosophy. The samekinds of higher level thinking skills that shouldbe part of the science curriculum are promoted bythe middle school philosophy. Research shows thatscience educators support inquiry (a general pro-cess by which human beings seek information orunderstanding); however, there is little evidencethat the inquiry approach is present in the scienceclassroom.

Several interventions such as involvement ina Science I and II university course, the presenceof preservice teachers and university faculty, par-ticipation in school families, and various otherinnovations that impact the school culture areexamined; however, the impact of an interventionthat emphasizes self-direction by the participantis the primary vehicle of change. The report is anarrative describing the changes.

M7.13

The Nature of Science. A Documentary Analysis of TeachingPractices That Cultivate Student UnderstandingSheila F Pirk le Mary-Ellen Jacobs, Kathy Davis, Frank Cartledge,Paul D. Lee, Louisiana State University, Baton Rouge

Teachers are frequently presented with innovative strategies ininservice sessions, than encouraged to implement them in theirclassrooms Usually no follow-up support is provided, andteachers even rf exceed by the approaches presented- often flounder Consequently, little meaningful changeoccurs in their teaching practice What if ongoing their day-to-day practice'? This study seeks to better understand howmiddle school teachers who have participated in intensive statesystemic initiative teacher enhancement projects understand thenature of science and the extent to which they have facilitated thedevelopment of their students' understanding of the nature ofscience To interpret the documents produced by the teacher-researchers including. reflections in on-going journals, portfoliosof class use of cumcular matenals (Operation Physics. CEPUP, CHEM).interview transcnpts of teachers and students. changes in theStages of Concern Survey. changes in the students' Attitude Survey,and responses to questions about the nature of science. Usingphenomenological methodology, journal texts and transcnpts ofgroup discussions and interviews are analyzed for recumng themesA Stages of Concern survey and survey of students' attitudes is analyzedA preliminary analysis of the teachers concerns about the new cumculaand strategies, shows movement towards the use of studentcenteredinstruction A preliminary analysis of students' attitude survey showsa movement toward a more confident posture

M7.13

A CROSS CULTURAL ASSESSMENT OF PHYSICAL SCIENCEMISCONCEPTIONS: TAIWAN AND THE UNITED STATESTung-Hsing Hsiung and Joseph P. Riley II, University of Georgia

This study assessed physical science misconceptions of elementarypreservice teachers enrolled in two Universities, one in Taiwan andone in the United States. The purpose was to identify sharedmisconceptions across the two cultures. 183 participants wereadministered a two tiertest of physical science misconceptions. Itemswere individually analyzed for error patterns. Preliminary analysisindicates some concepts share very similar error patterns across thetwo samples while others show variation. The results havein,olications for science educators in each country who wish to takestudent misconceptions into .consideration when designinginstructional strategies and materials.

M7.13

CHARACTERIZING CHILDREN'S CONCEPTIONS OF HEAT,TEMPERATURE, LIGHT, AND SOUNDJ L. Sanchez-Saenz, C. Gee, M. Svec, and D. Gabel,Indiana University

In a previous study the notion of concept-set has beenformulated. This term refers to a word or mental representationwhich has in practice several related meanings. Evidence for thisnotion was found in Aristotle's use of the term 'hot' in differentsenses. One corresponds to the idea of temperature, anothercorresponds to the idea of heat. Some of the other senses, whichcan be characterized as misconstructions, arise from Aristotle'sinability to ascribe to substances the properties of specific heatand thermal conductivity. The analysis of available data onchildren suggests that the different meanings involved in aconcept-set develop as a group, i.e., one can not replace orsubstitute individual meanings; one has to work on tne wholeconcept-set so as to transform all the meanings involved whilechanging children's initial characterization of substances ormatter. In this study, children's (grades 4-6) answers toquestions relating to heat, temperature, light, and sound wereanalyzed in terms of the notion of concept-set. It is suggestedthat the origin of some of children's misconstructions ormisconceptions of physical phenomena is due to their incapacityto formulate or ascribe new properties to substances or matter.

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M7.13

EFFECTS OF CONCEPT MAPPING ON ACHIEVEMENT OFCONCRETE, TRANSITIONAL AND FORMAL OPERATIONALCOMMUNITY COLLEGE BIOLOGY STUDENTSMarilyn Shopper, Johnson County Community College

The purposes of this study were to determine if conceptmapping enhanced learning using the final examinationscores, and to determine if there was trait-treatment interactionbetween learning level of students and treatment as measuredby achievement. The research design was a post test onlycontrol group design. The experimental group receivedconcept maps with lecture and developed their own conceptmaps. Using an analysis of variance, results of the studyshowed that the effect of concept mapping on achievementwas significant. The analysis of variance to determine if therewere differences among the experimental group of students atthe three levels of cognitive development showed nosignificant difference, lending support to the idea that conceptmapping can be used successfully by individuals of differentcognitive levels.

M7.13

THE EVOLUTION OF A GOAL CONCEPTION OF STATES OFMA I !Fit FOR GRADES 4-7: A CASE STUDY OFCURRICULUM DEVELOPMENT IN A PROFESSIONALDEVELOPMENT SCHOOL CONTEXT.Edward Smith, Casy Bain, Thom Dye, Jackie Frese

The paper reports a case study of three teachers and a universitycollaborator involved in the tryout of a state-developed scienceunit. The study focuses on changes that took place in the partici-pants' conceptions of what the students were to understandabout the different states of matter. Over the course of theproject, the participants were involved in planning, teaching,analyzing student responses, and providing feedback on the unitto the writing team. Among the findings were the influence of atextbook model of solids, liquids and gases on the teachers' goalconceptions, the short comings of the textbook model, differ-ences between the teachers and university collaborator in thesensitivity to features of student responses, and the central roleof interactions among the teachers, university collaborator andwriting team In identifying and addressing the differences in goalconceptions. The findings suggest that textbook modelsdeserve more attehtion by science education researchers, thatcurriculum developers need to pay particular attention to teachers'constructed goal conceptions and that institutional arrangementsthat allow for on-going interaction among teachers, researchersand curriculum developers are useful, if not essential in theimprovement of science education teaching and learning.

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M7.13

ENVIRONMENTAL EDUCATOR PERSPECTIVES ON HOW

RESPONSIBLE ENVIRONMENTAL BEHAVIOR IS INFLUENCEDTHROUGH AN ENVIRONMENTAL STUDY CENTER'S CURRICULUM

Ann Stocker, Florida institute of Technology.

How are educator beliefs reflected in their teaching? Are theyreflected in the responses of their students? Teacher beliefsare investigated in this study of two teachers at en exemplary,outdoor environmental study center that provides K-8 programsfora medium sized school district. A participant-observerqualitative Investigation based on the naturalistic paradigm will bedeveloped into a case study. Observations cf the two teacherswill be made throughout the school year as they interact withclassroom teachers and their students. Activities includemarine and terrestrial field investigations and island camping.

Some classes will be observed before end after the centerexperience as they follow the environmental center's

study unit. Variables include the influences of the center'sculture on teacher perspectives. The theories on responsibleenvironmental behavior (REB) that emerge from the teacherperspectives will be compared with existing models of REB.

M7.13

MENTORS AND ROLE MODELS: IMPACTING ATTITUDES OFMIDDLE SCHOOL AGE GIRLS THROUGH INFORMAL SCIENCEEXPERIENCESShe. Sul Southeast Missouri State University

The underrepresentation of females in the field of science is a topicof concern among researchers in science and education. Previousstudies pointing to the need for positive female role models andmentors in science have largely focused on high school andcollege age students. This investigation examines changes inaffective behavior, specifically changes in attitude and values heldabout science and the role of women in science, of middle schoolage gins. The girls in the study were exposed to informal after-school mentoring experiences with female scientists and scienceeducators. Both ethnographic and quantitative data was gatheredand analyzed during and following the experiences to determine ifan increase in positive attitudes and values was evident.

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M7.13

A REVIEW OF MISCONCEPTIONS OF ELECTRICITY ANDELECTRICAL CIRCUITSDavid P. Tallant, &pry University

This paper is a review of articles andpublished reports concerning misconceptionsabout electricity and electrical circuits.This review of literature identifies anddescribes the misconceptions of studentsfrom age S through adlts, and methods ofinstruction that have addressed themisconceptions. The review of articlesindicates that misconceptions aboutelectricity and electrical circuits may bedivided into two primary categories, (a) theconcept that current is consumed in acircuit, and (b) the concept of a battery asa source of constant current, Methods ofinstruction that are purported to beeffective in correcting misconceptions havebeen presented with implications forteaching, teacher education and furtherresearch.

TUESDAY -- MORNING

T2.03

AN ANALYSIS OF THE ROLE OF LANGUAGE INSCIENCE LEARNINGMichael Kamen Auburn University; Jay Lempke, CityUniversity of New York; Bill Carlsen, CornellUniversity; Larry Flick, Washington State UniversityTr i-Cities ; Wolf-Michael Roth, Simon Fraser University

Members of the Special Interest Group on the Role ofLanguage in Science Learning will form a panel toexplore the role of language in science learning. Avideotaped segment of a classroom science lessonwill be shown, and each panelist will present ananalysis of the use of language in the lessonindicating specific issues and how they relate to atheoretical perspective, research, and the classroomteacher. The session will conclude with an opendiscussion about the ro le of language in the teachingepisode viewed.

T2.04

APPLICATION OF SCIENTIFIC REASONING TO EVERYDAYREASONING PROBLEMS BY PRESERVICE ELEMENTARYTEACHERS.lanarainns & James J Wafters, Centre for Mathematics and ScienceEducation, Queensland University of Technology, Australia.

The purpose of this study was to investigate scientific reasoning inpreseivice teacher education students. Two groups of students werepresented with a problem embedded in a real life senario whichrequired a decision to be made on the basis of a scientific argument.The task represented a situation in which the subject was required to

consider the evidence presented as well as any other informationbeyond that given. In ona group the students were presented withthe problem and required to evaluate a decision made. In the second

group the interviewer required the subjects to articulate their ownbeliefs, identify existing evidence and any further compelling

evidence. Data collected comprised written and oral responses toquestions, and transcripts of video recordings of verbal discourse.

T2.04

TEACHING-WITH-ANALOGIES: TASK ANALYSESOF EXEMPLARY SCIENCE TEACHERSShawn M. Glynn, Michael Law, andNicole Gibson, University of Georgia

This paper reports the results of newresearch on the Teaching-with-AnalogiesModel. The emphasis in this paper ison how task-analysis methodology isbeing used to examine exemplary scienceteachers' lessons. The teachers madetheir "best possible use of analogy-based activities to elaborate upon akey concept that the students had readabout in their textbooks." All classeswere multicultural, with 18 to 25students in each class. The lessonswere observed, videotaped, and taskanalyses of the lessons were carried out.The findings identified six keyoperations for teaching with analogiesthat teachers should mentally "checkoff" when explaining new concepts.

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135

March 26-29, 1994 TUESDAY, March 29, 1994 -- MORNING

T2.04

A REASSESSMENT OF STUDENTS' REASONING ON A PROJECTILEMOTION PROBLEM: A CASE STUDY OF PRESERVICE TEACHEREDUCATION STUDENTSJames J Waters & Ian S Ginns, Centre for Mathematics and ScienceEducation, Queensland University of Technology, Australia

The purpose of this study was to investigate scientific reasoning bypreservice elementary teacher education students on a physics problem.Specifically, the reasoning problem was an exercise in predicting thebehavior of a falling ball and represented a situation in which the studentwas required to use knowledge and experience to generate a solution. Theproblem was presented firstly, in a pen-andpaper format, and secondly as avideo clip of a live example. Data collected comprised written responses tothree tasks within the problem and transcripts of audio recordings of verbaldiscourse. Analysis of the performances of the students generated severalgeneral conclusions. All students, irrespective of science background, wereunable to interpret perceptual experience in a way entirely consistent withacceptable scientific understandings. When confronted with videotapeevidence for the correct trajectory of the falling ball, students used a varietyof strategies to reconcile theory and evidence. The significance of this studyfor the education of preservice teachers will be briefly discussed.

T2.05

ENHANCING THINKING SKILLS: DOMAIN SPECIFIC/DOMAIN GENERAL STRATEGIES -- A DILEMMA FORSCIENCE EDUCATIONMansoor Niaz, Universidad de OrienteMarcia Linn, University of California, BerkeleyRichard Duschl, University of PittsburghMichael Piburn, Arizona State University

There has been a considerable amount of controversyin the science education literature regarding therelative importance of domain specific (declarativeknowledge) and domain general (procedural knowledge)teaching strategies. According to some investigatorsalthough general skills can be taught and thatthere is some transfer, it is also the rage thatknowledge is constructed through a complex interaction of prior knowledge, alternative conceptions,new information and experience and contextrelevantskills. This Symposium will provide a frameworkbased on a critical appraisal of philosophy ofscience, that could help science educators toresolve the dilemma of enhancing thinking skillsthrough domain specific/domain general strategies.

93

T2.06

EVALUATION OF A CULTURAL HISTORICAL AND PHILOSOPHICAL-BASED NARRATIVE APPROACH TO TEACHING HIGH-SCHOOLCHEMISTRY.Derrick R. Lavoie, Montana State University

The purpose of this research was to evaluate the effects of an instructionalstrategy employing a cultural, historical, and philosophical (CHP)-basedtextbook for high-school chemistry. This introductory and supplementarytext presents a series of fictionalized narratives illustrating definitive eventsand ideas in the evolution of chemical science. Students scientific attitudes,conceptualization of chemistry, and cultural, tistorical, and philosophicalorientations toward chemistry were assessed relative to treatment andcontrol groups. Teacher/researcher observations and analyses provided anadditional and important source of data for evaluation and modification of thetext. Quantitative analysis of questionnaire data revealed significantlygreater interest, motivation, and conceptual understanding concerning thesubject matter for students in the treatment classes. Theteacher/researcher found the CHP-based strategy enjoyable, exciting, and toenhance the learning and motivation of her students. This was evident by thenature of students' questions, the degree of connections students identifiedbetween the concepts, students' abilities to welt in cooperative groups, andthe students' motivation to engage in laboratory and lecture modes ofinstruction. This research demonstrates that a cultural, historical, andphilosophical-based narrative approach to teaching chemistry has tremendouspotential to revitalize our traditional secondary-level chemistry curriculums.

T2.06

AN EMPIRICAL MODEL FOR EXPLORING CEILING EFFECTSON STUDENTS' SCIENCE ACHIEVEMENT IN THE U.S. ANDCHINA

Jianiun Wang, California State University, BakersfieldJohn R. Slaver, Kansas State University

The purpose of this research is to construct an empirical modelfor exploring ceiling effects on students' science achievement inthe U.S. and China. The most recent TEA data sets from the SISSExtension Study in China and the Phase II SISS in the U.S. wereemployed to estimate regression coefficients in a polynomialmodel. The investigation of ceiling effect is based on theconcave property of the empirical models. The following resultsare found in the comparative study between the U.S. and China.1. No ceiling effects are significant for gender factor in the twocountries: 2. Ceiling effect is significant on the personal effortfactor of the Chinese model: 3. The U.S. model is morecomplicated than the Chinese Model. The empirical results arediscussed in terms of educational, political, social and culturalcontexts in the United States and the Peoples' Republic ofChina.

136

TUESDAY, MARCH 29, 1994 -- MORNING NARST Meeting

12.07

MONITORING NATIONAL STANDARDS IN SCIENCE :THE SCOTTISH APPROACHBa2,31,21, University of Strathclyde, Scotland

Three national surveys of performance in science have beenundertaken in Scottish schools over the past seven years.Nationally representative samples of pupils at three. stagesacross primary and early secondary school (correspondingto 8/9 years. 11/12 years and 13/14 years of age) wereassessed using a combination of pencil-and-paper andpractical tasks. The emphasis has always been on 'doing'science and the assessment package reflects an active,participative view of school science. The responses frompupils have been analysed to provide basic performancestatistics at each stage as well as comparisons acrossstages and between the sexes. Common tasks acrosssurveys provide some measure of change over time on thevarious categories of knowledge, skills and processesassessed. The third survey in 1993 has just been completedand data analysis is underway. This paper will consider thetechniques and procedures used in the surveys, withparticular emphasis on the practical phase of theassessment programme. Important concerns are thereliability and validity of the data and the 'quality' of theinformation which is obtained through national monitoring.

T2.07

TEST FORMATS AND STUDENT PERFORMANCEEinshmTamir: Hebrew University, JerusalemRodney L. Doran: State Univ NY at Buffalo

The objective of this study was to examinealternative assessment items of scienceoutcomes for American school programs. Themajcr sources were the Biological ScienceCurriculum Study (BSCS) and the matriculationexams in Israel. The following alternativeassessment formats were tried with teachers inNew York and California: 1) Multiple choice,2) Multiple choice with justification, and 3)Essay based on a historical research report.This paper summarizes the results of thisstudy. The teachers were volunteers frominservice meetings and el Comment formsfor teachers and students were used as a majormethod of collecting data. The students foundmost of the items to be interesting yetdifferent from the ones normally experiencedin schools. The teachers responded thatseveral items showed real promise, and theyhoped to incorporate them into their tests.The relationship of performance levels amongdifferent item formats indicate that each

d different types of knowledge.

T2.08

PRACTICA DOCENTE ENMARCADA EN EL PARADO'CONSTRUCTIVISTAMarta Quesada Solaro, Jose M. L. Zamora Calvo UniversidadNacional Aut6noma de Costa Rica

Este ponencia es el resultado de una experiencia realizada pormedio del curso Taller Pedagogic° V. Este forma parte delcomponente pedagogico para Ia formaciOn de profesores deensenanza de las ciencias. El grupo involucrado fue de seisestudiantes los cuales poseen tftulo de Bachiller en BiologieGeneral o Marina. La experiencia permitiO el desarrollo de unmodelo de practice docente de acuerdo con principiosconstructivistas. Trat6 entre otras cosa de producir rupturasepistemolOgicas del maestro y del estudiante con respecto a supropio rot permitir la propia construction tearica mss que latransmisiOn de conocimientos y la de utilizer el autoanalisis comometodo para producir la "disonancia cognitive". Se realize unanalisis de los resultados obtenidos y se hacen interpretacionesOonde se senalan los cambios conceptuales y metodolOgicosobtenidos en el desarrollo del proceso y en los estudiantes.

T2.08

GERENCIA DE INVESTIGACION EN EL PERU Y LAINDUSTRIA PETROLERAEsteban Castellanos, International Development ResearchCenter y Universidad Ceti:Mica del Peru, Peru

La aplicaciOn de clertos princlpios de gerencia de investIgack5na Ia formaciOn de nacleos universitarios clue reemplacen ocomplementen los institutos estatales dasaparecidos o conescasos recursos econemicos en el Per6 tiene una importanciasignificative en el desarrollo del pals y la ensenanza de lasciencias exactas y naturales. Las universidades peruanas tienenel desaffo de lograr Ia recuperacldn de Ia investigackin on elPerri como consecuencla de un desarrollo autosostenido de laenseflanza de las ciencias exactas y naturales. Como soportese (manta con la mayor comunicacion y relaciones coninvestigadores peruanos en el exterior, Ia colaboraciOninternacional y el desarrollo de los programas de postgrado. Porotro lado existen problemas econOmicos, poet) interes y recursosde las industries en un trabajo conjunto con las universidades yla fake de personal especializado.

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T2.08

PROPUESTA EXPERIMENTACION Y ANAL ISIS DE UN PLANDE INTEGRACION CURRICULAR ENTRE CIENCIASNATURALES Y TECNOLOGIA A NIVEL DE LA BASICAPRIMARIAGuido Mired° Moncayo y Cesar Augusto Lara UniversidadPedagogica Nacional, Colombia

Mediante un diagnostic° realizado a una muestra dada sepretende obtener una informaciOn que permita proponer un plancurricular, donde se integren areas del conocimiento a traves deminiproyectos que faciliten el desarrollo de una metadologfaconstructivista haciendo del alumna el principal autor. A su vezel alumna trabajara fundamentalmente en grupo, lo queconllevara a desarrollar ciertas actinides y valores que sonnecesarios complementar con habilidades de tipo cognoscitivo,y manual, iniciandose en Ia pretecnologfa tanto al interior comoal exterior de Ia escuela. Lo anterior indica que el alumna atraves de los atlas de estudio basicos, como son los de la basicaprimaria, comenzara a interpreter los fenamenos naturales y atraves de ellos Ia action del hombre con la tecnologia,desarrollando el analisis, el espfritu critic° y Ia creatividadconformando asf un ciudadano capaz de resolver sus problemas.Por supuesto es-to conllevara a iniciar una nue : metodologfa enIa escuela, que exige capacitar a los profesorr requiriendo demateriales indispensables para talleres y experiencias quefacillten el aprendizaje.

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CORRELACION DE LA PRUEBA DE LAWSON Y LA PRUEBADE TOLT (TEST OF LOGICAL THINKING DE TOBIN Y CAPIE)EN UNA MUESTRA OE ESTUDIANTES PANAMENOSMaria Rosa Montanri y Matilde V. de Samudio, Universidad dePanama, Panama

El propOsito de Ia investigaci6n es determiner la correlaci6n queexiste. si eventualmente exist° alguna, entre los resuttados delas pruebas Lawson y Tott y encontrar el grado de validez yconfiabilidad de estas pruebas. A una muestra aleatoria deestudiantes universitarios de las Facultades de Ciencias,Medicine, Humanidades, Enfermerfa, Arquitectura y Derecho seles administraran las dos pruebas con una semana de diferencia.Estas miden esguemas de pensamiento indicadores de lapresencia del pensamiento hipotatico deductivo. A las autorasdel estudio les irrteresa conocer el grado de correlaciOn queexists entre los dos test pare poder justificar el use de uno u otroy conocer el grado de validez de ambos. Haste el momenta, Iainvestigation se encuentra en Ia etapa de administracian de laspruebas mencionadas, hablendo athierto el 65% de Ia muestra.

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ELEMENTARY TEACHERS' PERCEPTIONS OF CHANGES INSCIENCE INSTRUCTION IN A CULTURALLY DIVERSESCHOOL SETTINGAnianafaaniegjkgra and Elizabeth Kean, University of NebraskaLincoln

The purpose of this study was to provide teachers with anopportunity to think about, reflect on, and articulate their pastand present experiences that influence changes in theirpractice of teaching science in a culturally diverse elementaryschool setting. Three volunteer teachers at different gradelevels in the same building were observed in the process ofteaching science utilizing newly developed science-kits by thedistrict. Each observation was followed by a discussion with theteacher in which they reflected on the lesson taught.Each teacher was interviewed at different times in the schoolyear to evolve more focused issues involved in their process ofchange. Ethnographic critical analysis of the collecteddata is in progress. This analysis will evolve a picture of theseindividual teachers, shed some light on the use and purpose ofscience-kits being used for instruction, provide a betterunderstanding of the evolutionary process of becoming anelementary science teacher, and present changes thatteachers make in science instruction to meet the needs ofculturally diverse students.

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IMPROVING THE SCIENCE AND MATHEMATICS PREPARATION OFELEMENTARY TEACHERS THROUGH SUMMER INSTITUTES, A THREE YEARSTUDY.Linde R. DeTurs Eileen Gregory, Nancy M. McAlear and David C. Kurtz,Rollins College

A national movement is underway to better prepare our children to functionin scientific and technological society. One important means of impactingscience and mathematics teaching in schools is through teacher preparationprograms. It is well documented that teachers who have strong science andmathematics backgrounds and positive attitudes towards science andmathematics teaching are more likely to teach these subjects effectively inthe elementary classroom. The goals were to develop and implementsummer institute for inservice elementary teachers that would increase andmath content knowledge, improve laboratory, computational end computerskills, build confidence in doing hands-on activitie., and provide participantswith activities suitable for elementary classrooms. Formal and informalassessment demonstrated significant improvement in both contentknowledge and positive attitudes towards science and mathematics teaching.On science process skills tests the participants demonstrated high levels of

competency. Evidence from surveys, course evaluations and teachersjournals provided evidence that participants confidence in teaching scienceand mathematics was greatly increased through these institutes. Evaluationresults demonstrate that this transportable program successfully integratescontent background with teaching methodology and provides teachers withthe skills needed to effectively teach science and mathematics in theelementary classroom.


T2.09

KNOWLEDGE STRUCTURES OF PRE AND INSERVICE SCIENCETEACHERS, PEDAGOGY, CONTENT, AND PEDAGOGICALCONTENT KNOWLEDGE: WHAT DO THE TEACHERS SAY?Carolyn Dickman, Radford University: Margaret Bogen, Jacksonville State

University: Meta Van Sickle, University of Charleston, Norman Lederrncn,

Oregon State University & Julie Gess-Newsome. Utah State University

Longitudinal studies conducted at Radford University. JacksonvilleState University. University of Charleston. Oregon State University,and Singapore will be compared and contrasted dunng thisdiscussion session. Case study method was used to facilitate thestudy of pre-service teacher's knowledge structures as theyprogressed through the various education programs. Inservice

teachers were included in some studies when the pre-serviceteachers began student teaching. A discussion of pedagogical,content, and pedagogical content knowledge (PCK) including thePCK model will set the stage for the combined and comparativeaspects of the longitudinal studies. Research design issues andfindings will be important aspects of the group discussion. Thesestudies indicate that pre-service teachers develop content andpedagogy knowledge structures and form bridges between thetwo, but that PCK may be an unrealistic challenge for preserviceteachers. PCK may be a salient point of experienced teachers'knowledge structures, but the teachers studied did not describe itas a separate knowledge structure.

T2.09

TEACHERS' PERCEPTIONS OF AN INNOVATIVE STAFFDEVELOPMENT PROGRAM.D. Kum Nichols, University of Georgia, John R. Wiggins, GeorgiaInstitute of Technology and Russell H. 'luny, University of Georgia.

The purpose of this study was to examine teachers' perceptions of aunique staff development program. Using astronomy activities, theprogram familiarized teachers with: multiple intelligences,dimensions of learning, and an interdisciplinary approach toincorporating science into instruction. The program involved theteachers in skill building workshops, engaged them in designingcurriculum materials, allowed them to 'practice' their skills in a two-week summer camp for children, and reunited the teachers for post-camp workshops. Teachers answered questionnaires, were observed

in their classrooms, and were interviewed concerning theirexperiences. Results indicated that the program had a significant andpositive effect on the teachers as evidenced by: (1) their knowledgeabout teaching as defined by the model presented in the workshop;(2) their ability to plan using the model; and (3) their ability to teachusing the model. Analysis of the questionnaire data indicated thatmean attitudes and perceptions moved in a positivedirection; analysisof follow-up interview transcripts supported them findings andindicated that teachers believed this program to be an effective wayof facilitating teacher growth and development.

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MATHEMATICS TEACHING IN SECONDARY EDUCATIONMvriam Acevedo Caicedo, y Crescendo Huertas Campos,

Universidad Naciona: de Colombia, Colombia


12.11

HOW TO USE THE HISTORY OF MATHEMATICS IN A MIDDLESCHOOL CLASS OF IRRATIONAL NUMBERSEoberto Adard, Universidad de Panama, Panama


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SCIENCE TEACHING AND LEARNING ENVIRONMENTSGilberto Alfaro-Varela, Rocfo Madrigal, v Kenneth TobinUniversidad Nacional Autonoma de Costa Rica y Florida StateUniversity


PARTICIPATORY EVALUATION IN NON-FORMAL EDUCATIONJorge Bueno, v Ne ilv Diaz, Ministerio de Education y Culture delUruguay, Uruguay

Spanish abstract can bt found under session number-M.08.

T2.11 T2.11

A CALOMETRIC MODEL CHEMISTRY TEACHING IN SECONDARY EDUCATIONJ.J. Andrade Gamboa, v Edaardo Donati, Universidad Nacional Dagoberto Caceres Roias, y Jose Munoz Castillo. Universidadde La Plata, Argentina Nacional de Colombia, Colombia

Spanish abstract can be found under session number T3.08. Spanish abstract can be found under session number M7.09.

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EXPLORATION AND ANALYSIS OF PHYSICS SECONDARYTEACHERS CONCEPTIONS AND ATTITUDES ANDPROPOSAL OF NEW METHODOLOGICAL ALTERNATIVESClare ENira Cama . Eduardo Zalamea Godo Jo e Enri e

Zamora Guevara. Universidad Nacional de Colombia, Colombia


T2.11

BIOLOGY TEACHING IN SECONDARY EDUCATIONAngela Chaparro de Barrera, v Martha Orozco de Arnezguita,Universidad Nacional de Colombia. Colombia


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PRECONCEPTS AND THEIR RELATIONSHIPS AS REGARDINGEXPERIMENTAL SITUATIONS ABOUT PRESSURE ANDFLOATINGM. H. Covarrubias. C. F. Ewes, C. L. Galleaos. M. E. Veaa.G. M. Roses. v T. D. Hernendez, Universidad NacionalAut6noma di Mexico, Mexico


T2.11

MASTERS OF CHEMICAL ENGINEERING PROGRAM OF THEAUTONOMOUS UNIVERSITY OF THE STATE OF MORELOS:AN EDUCATIONAL CHALLENGECecilia Cuevas Arteaoa, v Eduardo Roldan VillasanaUniversidad Aut6noma del 1 -4ado de Morelos, Mexico


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MATHEMATICS INDUCTION: PLAUSIBLE REASONINGGuadalupe de Castillo, y Jorge HerMandez, Universidad dePanama, Panama


T2.11

CONCEPTUAL RESTRICTORS AND REASONINGPROCESSESC. F. Flores, M. H. Cavan,' las, C. L. Gallegos, M. E. Vega, G.M. Rosas. T. D. Hemandez Universidad National Autenomade Mexico, Mexico


T2.11

EXEMPLARY BIOLOGY TEACHERS IN ARAB HIGH SCHOOLSIN ISRAEL.Caesar Anton and Reuven Lazatowitz, LIT Tectinion, Haifa, and AviHolstein, Weizman Institute of Science, Rehovot, Israel

Qualitative and quantitative methods were used to identify teachingcharacteristics of exemplary and non exemplary teachers, students'perceptions of the classroom learning environment, their attitudes towardbiology and reasons for enrollment/non enrollment in advanced biologycourses. Ninety observations on ten teachers in 20 claws from five Arabhigh schools were performed and 515 students' questionnaires wereanalyzed. Results show that exemplary teachers: a) use classroommanagement strategies which encourage learning and students'engagement in class activities; b) develop a positive class learningenvironment; c) tend to use high cognitive level questions; and d) masterthe subject matter, teaching strategies and techniques of class discipline.When these characteristics were used to categorize teachers intoexemplary, Medium. and non-ecemplary groups, significant differenceswere found among them in their teaching styles. Students of exemplaryteachers expressed positive attitudes toward biology and a majorityenrolled in advanced courses. Positive relationships were found betweenstudents' attitudes and learning environment subscales of satisfaction,formality, diversity, difficulty, and clarity. A negative correlation has beennotice between students' attitudes and the Speed sub scale. Nocorrellations were found between attitudes and grades.

T2.11

SIMPLE METHODS FOR TEACHING AND LEARNING ABOUTSOLUBLES AND KPSDaniel 0. Martire, M. Canino, J.J. Andrade Gamboa,y EdaardoR. Donal; Universidad Nacional de La Plata, Argentina



T2.11 T2.11

RESEARCH PROBLEMS AND OPPORTUNITIES IN THETEACHING OF ENGINEERING CENTERED AROUNDQUESTIONS DEALING WITH THE ENVIRONMENTNascimento Nib de Oliveira, Universidad Federal de MinasGerais, Brasil (Centre d Enseignement et de Recherche pour laGestion des Ressources Nature Iles et de l'Environnement de laEcole Nationale des Ponts et Chaussees, Francia)


EXPERIMENTS WITH CANSMichel Valero, Universidad del Valle, Colombia


T2.11 72.12

LEARNING ENVIRONMENTS AND OTHER DIMENSIONSLi lia Reyes, Guillermo Chorea, y Daniel Herrera UniversidadPada.; +Spica Nacional, Colombia


DESIGNING INTERACTIVE VIDEO CASE STUDIESFOR REFLECTION ON SCIENCE TEACHING

Sandra K. Abell and Katherine S. Cennamo, PurdueUniversity, Lois M. Campbell and J. William Hug,The Pennsylvania State University

This paper describes a collaborative project ofresearchers at two universities to design a set ofinteractive video case studies for use in preserviceelementary science teacher education. The casesfocus on conceptual change science teaching in firstand fifth grade. The paper discusses the pedagogicaland technical considerations encountered duringthree phases of the project designing theelementary science instruction, designing thevideodisc materials, and designing the sciencemethods instruction. Our experiences areinformative to others interested in using integratedmedia for science teacher education.

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PRESERVICE ELEMENTARY TEACHERS' CONCEPTIONSOF WHAT CAUSES THE SEASONS.Ronald K. Atwood and Virginia A. Atwood, University ofKentucky

The purpose of the study was to identify the alternativeconceptions held by 49 pre-service elementary teachers on thecause of seasons. Techniques to obtain insight into the teachers'declarative and procedural knowledge were utilized. Criteriawere established to classify the responses as: incomplete;reflecting a scientific conception; or, an alternative conception.Approximately 90% of the responses reflected alternativeconceptions while only one response was classified as reflectinga scientific conception. The view that the distance between theearth and the sun is a major cause of the seasons was, by far,the most frequently expressed alternative conception.

T2.12

CRITICAL AUTOBIOGRAPHY AS A TOOL FORPROFESSIONAL EMPOWERMENT.Nancy T. Davis, Florida State University

The objectives of this presentation are to 1)examine the impact of teachers' writing of criticaleducational autobiographies on their changeprocess: 2) discuss issues associated with teachers'writing of critical autobiographies: and 3) topropose a model of personal change based onteachers' writings. The autobiographies traceexperiences in science teaching and learning andexplore changes that were made in the teachers'thinking and actions. Over seventy criticaleducational autobiographies written by teachersfrom elementary, middle, and high schools provideprimary data for this research. Document analysisutilized category coding techniques of datareduction. Analysis across the teachers' writingssuggests components of a personal change processwhich include disturbance, alternatives, confidenceand action.

T2.12

AN EVALUATION OF PRESERVICE ELEMENTARY TEACHERS'SCIENCE CONTENT KNOWLEDGE, PEDAGOGICALKNOWLEDGE, AND PEDAGOGICAL CONTENT KNOWLEDGECame J. Gee, Leonardo Sanchez, Michael Svec, andDorothy L. Gabel, Indiana University

The purpose of this study was to determine whether students whoselected science as their area of concentration for the undergraduatedegree in elementary education possess the appropriate sciencecontent knowledge, pedagogical knowledge, and pedagogical contentknowledge before they do their student teaching in local schools.Eleven research questions were developed to examine aspects ofeach type of knowledge that were specifically addressed in theteacher education program. Data from the 16 students enrolled in thespecial interdisciplinary science methods course were collected in 4ways: (1) a Liked Scale questionnaire that assessed each of the threetypes of knowledge, (2) students' analyses of lesson plans containingcorrect and incorrect science content with appropriate andinappropriate pedagogical procedures, (3) practicum experiences, and(4) laboratory experiences. A comparison group of students with otherareas of concentration also completed the questionnaire and thelesson plan analyses. Data will be analyzed independently by fourscience educators and assertions made. If no differences are foundbetween the two groups, changes are needed in the preparation ofprospective elementary teachers of science.

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EXAMINATION OF AN INTERDISCIPLINARY PROGRAM INENERGY EDUCATIONBrian L. Gerber, Edmund A. Marek, and Ann M. L. Cavallo,The University of Oklahoma

This study was conducted in the first year of the Department ofEnergy sponsored project, Energy, Environment and PolicyChoices: A Summer Institute for Science and Social StudiesEducators. This was an experientially -based two-week institutethat emphasized the interrelationships of energy, environment,economics and politics. The purposes of this study were todetermine the influence of the institute on teachers' 1)

understanding of energy, environment, economics and poltilcs:2) development of critical thinking abilities; and 3) attitudestoward learning about energy issues. We will investigate therelationships between institute participants (teachers) and theirstudents fn these same cognitive and affective areas. Theteachers involved in the institute (N=59) were Fire- andposttested on their understanding of energy topics as well astheir ability to integrate what they know with politics, economicsand the environment. Measures were also obtained on theteachers' attitudes toward learning about energy related issues.During the academic year qualitative assessment of the studentswill take place via teacher journals detailing student cognitive andaffective development, teacher designed tests measuringstudents' knowledge and attitudes toward energy related issues,and site visits by project personnel.

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STUDENT SOURCES OF INFORMATION ABOUT SOCIALISSUES, THEIR LEVEL OF PARTICIPATION IN SOCIALACTION, SCHOOLS PREPARATION OF STUDENTS TOADDRESS SOCIAL ISSUES, AND STUDENTS PERSONALCONCERNS RELATING TO SOCIAL ISSUES: A NATIONALSURVEY OF HIGH SCHOOL STUDENTSJon E. Pedersen. and Samuel Totten, University ofArkansas

The purpose of this study was to identify the studentsources of information about social issues, their levelof participation in social action, schools preparationof students to address social issues, and studentspersonal concerns relating to social issues through anational survey. 417 students responded to a 26 itemquestionnaire focusing on social issues. Results of thestudy indicate that students receive little informationfrom their science course, don't participate incommunity service, receive information in classprimarily through lecture, and feel they can havelimited impact on social issues. In addition, it wasclear that students thought the most impact they couldhave on social issues was either in their immediatefamily or in their immediate community.

T2.12

THE IMPORTANCE OF COLLABORATION IN THE REDESIGNOF A COLLEGE-LEVEL INTRODUCTORY SCIENCE COURSEJanet Schweitzer, Jean Ann Foley, and Bryan Tapp, University of Tulsa

Collaboration was a key component in the success of a revisedintroductory earth science class that was offered at the University ofTulsa in Spring, 1992. The collaborators included a geoscientist with10 years teaching experience, a geoscientist with one year teachingexperience, and an education specialist. During the planning stages ofthe course, a theoretical platform was built based on constructivisttheory. In addition, tenets of Outcomes Based Education wereincluded. All classes were planned and taught by the 2 geoscientists;the education specialist observed the class once a week and conductedinterviews with 4 students. Prior to each class, consensus was reachedas to what content would be covered, what methods utilized and whatmaterials were needed; an organization sheet was filled out setting upthe basic structure of the class. The primary problem with thiscollaborative technique is that it is time consuming. A majoradvantage of the collaboration is that it results in a blending ofexperience and knowledge that is much richer than any singleperson's. Also, the collaboration depersonalizes the classroomexperience. This results in instructors that are more adventurous. moreopen to evaluation. and more analytical. It is this aspect ofcollaboration that makes it a powerful tool in the reform and redesignof science classes.

T2.12

VALIDATION AND SUBSEQUENT USE OF ANINSTRUMENT TO MEASURE GROUP PROCEDURALSKILLS AND ABILITIESCarol L. Stueesv, Texas AiM University,Gary Tucker, Texas AiX University, GilNaizer, Ohio State University at Newark,and Elizabeth Bryant, Texas ASA University

The Group Procedural Skills and AbilitiesSelf-Evaluation Questionnaire (GPSAEQ) wasdeveloped to assist mathematics andscience teachers in monitoring andassessing changes in their perceptions oftheir group problem-solving abilities.The instrument consisted of 21 Likert-typequestions that requested teachers toassess their abilities in five problem-solving categories associated with thesolution of complex teaching problems.The categories were Planning andPreparing, Designing, Executing,Assessing, and Reflecting. The instrumentwas validated and subsequently used as aneffective measure of group problem-solvingskills in inservice and preserviceelementary and middle school teachers.

T3.02

WRITING AS THINKING:STUDENT-WRITTEN JOURNALS IN SCIENCE CLASSROOMS

Pam -la S. Carroll and Iain Hendren, Florida State University

The presenters, one an English educator and one a science educator.will draw on social constructivist thought within their disciplines topresent theories of writing as a meaning-making activity. They willthen suggest a variety of practical reasons and ways to incorporatestudent-written journals into science classrooms, with an emphasison using the journals to help students learn to think critically andindependently. Examples of journals written by middle school

students in a general science class and university teachereducation students in physical science and chemistry courses,along with excerpts from interviews with instructors at the second-ary and university levels who nave implemented student-writtenjournals in science courses, will be highlighted. Discussion willfocus on evidence of the increase in student-writers' critical stancesas they grew to view the journal as a place to experiment with ideas.The presenters will also discuss potential problems that instructorsand students may face when they try to incorporate journal writingin science courses. and will provide practical solutions.

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T3.02

PERSPECTIVES OF NON-SCIENCE MAJORS ENROLLED INA UNIVERSITY CHEMISTRY COURSE.Frank J. Giuliano, Syracuse University

The purpose of this study was to gain insightinto the perspectives of non-science majorstaking an introductory college chemistrycourse. This case study focused on thestudents enrolled in one laboratory section ofa college level chemistry course for non-science majors at a private university in NewYork state. The class consisted ofapproximately fifty students. Data for thisstudy were collected through a series ofparticipant observations and interviews. Thedata collected were coded and analyzed usinginductive analysis. Results indicated thatstudents who have been labelled "non-sciencemajors" have developed many strong beliefsabout themselves and about science based upontheir experiences and interactions with eachother and with "science people." Furthermore,the results indicated that the non-sciencestudents often associated their beliefs aboutthemselves and about science with theirachievement in science.

T3.02

STUDENT EXPERIENCES IN COLLEGE GENERALCHEMISTRY: EMERGENT INFLUENCES ON CONTINUINGA SCIENCE MAJORLee Meadows. The University of Alabama at Birmingham andThomas R. Koballa, Jr., The University of Georgia

The affective influences on students' decisions aboutcontinuing a science or science-related major were probed inan exploratory fashion using qualitative methods. Thepopulation under study was students at a major researchuniversity in the southeastern United States taking a generalchemistry course required for science majors.Seventeen students. some of whom had switched to a non -science major and some of whom were continuing theirscience or science-related major, were interviewed using aformal. one-hour, semi-structured approach. Analysis of theinterviews was guided by Strauss's dictates for the generationof grounded theory. The core category that emerged was theimportance of success in chemistry: Students who succeededtended to remain in their majors: students who did notsucceed switched. The other major themes of students'feelirw,:s about science, their academic backgrounds, and thepedag...g/ they encountered influenced their success but didnot directly influence intention.

T3.03

MENTAL MODELS OF THE MOLECULAR STRUCTURE: A STUDY OFPROBLEM SOLVING IN STEREOCHEMISTRYMai -Hung Chiu, National Taiwan Normal University, Taipei, Taiwan and1-tiva-wen Fu, Duke University

This study examines how students solve problems in stereochemistry,in particular we focus our analysis on the differences of mental modelsbetween high and low achievers. Eight students were individuallyinterviewed using a thinking-aloud method. With this method subjectswere given tasks and asked to describe how they are solving the task.Molecular model kits were used on the basis of personal needs forsolving problems. All interviews were tape-recorded and videotaped forlater transcription and analysis. The results suggest that high achieversoutperformed the low achievers on all four different types of questions,namely linear chemical formula representations, two and threedimensional representations, and real molecular models. The biggestdifference is on Type II which requires students to decide what type ofisomer a compound is from a planar representation (2D). Surprisingly,only 25% of low achievers are correct which is much lower than thepercentage of Type I (linear representation, 62.5%). The smallestdifference is on Type IV in which students categorize characteristics ofreal molecular models. This finding suggest that the low achieversbenefit more from concrete models bemuse they help them visualizespatial relationships among atoms. One explanation is that it mightreduce the students' cognitive load on visualizing the molecular from 2-Dperspective.

T3.03

REASONING STRATEGIES USED BY STUDENTS TO SOLVESTOICHIOMETRY PROBLEMS AND ITS RELATIONSHIP TOALTERNATIVE OONCEPITONS, PRIOR KNOWLEDGE, ANDCOGNITIVE VARIABLESLuisa Rojas de Astudillo and Mansoor Niaz,Universidad de Oriente, Venezuela

Achievement in science depends on a series offactors that characterize the cognitive abilitiesof the students and the complex interactionsbetween these factors and the environment thatintervenes in the formation of students' background.The main objective of this study is to: a) investi-gate reasoning strategies students use in solvingstoichiometry problems; and b) explore the relationbetween these strategies and alternative conceptionsprior knowledge, and cognitive variables. Resultsobtained show howstoidhiometric relations produceconflicting situations for students, leading toconceptual misunderstanding of concepts, such asmass, atoms, and moles. Multiple regressionanalyses show the relative importance of thedifferent variables, such as developmental level,mental capacity, potential for learning , anddisembedding ability.

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DIFFERENCESCONCEPTUALNO NS CIENCECHEMISTRY.Diana Mason andAustin

BETWEEN ALGORITHMIC ANDPROBLEM SOLVING BYMAJORS IN INTRODUCTORY

Frank E. Crawley, The University of Texas at

This investigation identified and described the origins of thedifferences in the ways nonscience major students solvedalgorithmic and conceptual problems typically found in anintroductory chemistry course offered at the university level. Themajor aspects of problem solving studied were the differences inthe problem-solving strategies used by novices as they solvedpaired algorithmic and conceptual problems on selected topics:density, stoichiometry, bonding, and gas laws. Differences wereestablished by evaluating think-aloud interviews using agraphical incident-identification method. This type of evaluationis a more quantitative expression of results than that which isusually submitted for most interpretations of think-aloudinterviews. Due to the nature of the instrument used, it waspossible to evaluate the differences in problem solving strategyon the basis of time required to complete the problem, thenumber of transitions between episodes of the schema, theepisodic time necessary, and the transition rate over time.

T3.06

CLASSROOM ASSESSMENT TO IMPROVE TEACHING &LEARNING IN SCIENCElames J. Gallagher and Joyce Parker, Michigan StateUniversity; Dorcas Lantz, Lansing Public Schools; Amy Cook,Flint Public Schools; & Douglas Leonard, Toledo PublicSchools

This symposium focuses on a research project on teachers'use of assessment to improve teaching and learning in middleschool science. The project staff and cooperating teachers inthese school districts have been working together tounderstand current assessment practices and to define aprocess for altering teachers' uses of assessment data toimprove teaching and learning. During the symposiumpresenters will describe the process which Involves: focusingon key scientific Ideas and skills, anticipating students'difficulties so that they maximize the Information on students'understanding, and studying how teachers use theinformation. There will be a discussion with the audience onthe usability of the products, the process developed by thisproject, and the unresolved questions.

T3.07

ASSESSMENT OF A REFORM PROJECT: ALONGITUDINAL MODEL OF CHANGELinda W. Crow, Baylor College of Medicine andRonald J. Bonnstettar, The University ofNebraska

The need for science education reform hasbeen discussed extensively in the literature. However,few educational reform efforts have undertaken the taskof documenting the process or collecting longitudinaldata to create both formative and summative findings.

The purpose of this symposium is to promote adiscussion of implementation models by examining acurrent assessment package that includes bothformative and summative data for a national reform effort.This open forum will build from the implementation modelpresented and lay the ground work for a more holisticview of an assessment process that probes the entireschool culture including parents, administrators,teachers, and students. We may discover that reform isa contextual process that has commonalties, butdemands individualized application to be successful.

T3.08

UN MODELO CALORIMETRICOAndrade Gamboa, v Eduardo Donati. Universidad Nacional

de La Plata, Argentina

La compresiOn y diferenciacion de conceptos como calor ytemperatura, entre otros, suele presentar dificultades debido a lainterpretacion cotidiana de los mismos. Proponemos aqui elaprendizaje de dichos conceptos a traves de un model° sencillobasado en la analogia: sistema (recipiente), calor especifico(base), contenido de calor (volumen de liquido) y temperature(aura). El modelo permite el andlisis de diferentes aspectos devarios procesos termicos incluyendo los cambios de estado.

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LA EVALUACION PARTICIPAT1VA EN LA EDUCACION NOFORMALJorge Bueno, y NON! Diaz Ministerio de Educacien y Culture delUruguay, Uruguay

Datos recientes demostraron que el sistema de evaluacien de lasferias de Ciencias en Uruguay no evolucionaba de acuerdo conlos cambios operados en el alumno. En el presente trabajoinvestigamos los deficits en este sistema de evaluacion, para ellose trabajaron en cuatro ferias departamentales y en Ia ferianacional. detectandose graves fallas, donde los prindpalesactores de este acto educativo alumno-orientador, no aparticipaban directamente en el proceso de evaluacian y en Iamayorfa de los casos no obtenfan explicacion sobre el puntajeobtenido. Son evaluados por un jurado que no tiene tiempo paraleer los informes presentados, ni para escuchar las explicacionesde Ia investigacion, lo que ocasiona abandon y desinteres porparte de alumnos y docentes. La propuesta es un nuevo tipo deevaluacion: Ia "participative" donde los adores de este procesoparticipan edemas de Ia comunidad educative y social, dandoseuna autowaluacion por alumnos que realizan el trabajo y haysugerencias de companeros, docentes, y las personas queparticipan de Ia comunidad, transforrnandose en un verdaderorecurso de crecimiento integral.

T3.08

EXPERIENCIAS SENCILLAS SOBRE SOLUBILIDAD Y KpsDaniel 0. Martire, M. Carino, J.J. Andrade Gamboa, y EduardoR. Donati Universidad Nacional de La Plata, Argentina

Presentamos una serie de experiencias sencillas ysuficientemente versatiles para mostrar intuitivamente losconceptos de solubilidad y Kos, comp introduccion (o enreemplazo segOn el nivel del curso) a los clasicos practicos delaboratorio sobre el tema. Adlcionalmente, estas experienciasimplican is determinacion semicuantitativa de Kps y solubilidady el analisis de la variacien de esta tiltima con Ia temperatura ycon el desplazamiento del equilibrio.

T3.08

EXPERIMENTOS A LA LATAMichel Valero. Universidad del Valle. Colombia

La enseflanza de Ia ciencia no siempre ha permitldo ver hastaque punto el conocimionto cientfficio se integre a nuestroambiente cotidiano, a pesar de que Ia donde esta en todo loque nos rodea y pocas personas son conscientes de este hecho.Sin ningun equipo especial y solamente con fates de cervezagaseosa se pueden hacer experimeMos fundamentales que nospermiten investigar y descubrir una ley e integrar diferentesconceptos que facilitan la transferencia de conocimientos de unobjeto a otro por medio de Ia ciencia.

SPECIAL SESSION

T3.17

THE NATIONAL SCIENCE FOUNDATION'S DIRECTORATEFOR EDUCATION AND HUMAN RESOURCESBarbara E. Lovitts and Terry S. Woodin, NSF

NSF's Directorate for Education and Human Resources (EHR)underwent a major reorganization in the summer of 1992. Inaddition, Congress has placed new pressures for evaluation andaccountability on the Foundation. Barbara Lovitts will provide anoverview of EHR programs, highlighting their objectives andfunding priorities as well as their budgets and proposal successrates. She will give special attention to the programs in theDivision of Research, Evaluation, and Dissemination (RED), withparticular emphasis on the Research in Teaching and Learning(RTL) program. Terry Woodin will speak in more detail about theprograms in the Division of Undergraduate Education (DUE). Shewill give special attention to the teacher preparation programs.with particular emphasis on the NSF Collaboratives for Excellencein Teacher Preparation.

105

X43


GENERAL SESSION

T4.15

STUDYING INNOVATIONS IN SCIENCE EDUCATION IN ELEVENCOUNTRIES: A WORK IN PROGRESSJ. Myron Atkin, Stanford University

Every country seems to be dissatisfied with its educational system, andparticularly with current programs in science. mathematics, andtechnology education. The Organization for Economic Cooperation andDevelopment (OECD) has organized a study of key changes that aretaking lace in these field within 11 of its 24 member-countries. Whatinnovations are considered important within the anticipating countries?What seams to be driving the changes that are proposed? What are theinnovations attempting to accomplish? What challenges do they face?What similarities and differences seem noteworthy cross - nationally?Case studies are being developed within each of the 11 countries toaddress such questions.

Funded jointly by the Department of Education and the National ScienceFoundation, the United States is contributing eight case studies to theinternational effort: three focus primarily on science, three on math, andtwo on technology. The presentation highlights the issues associatedwith developing multi-site, multi-level (national, local, classroom), cross-country studies of innovation that are designed to inform science andmathematics education policy and practice. How ware common themesidentified, and what are they? How were the innovations themselvesselected? What are some of the challenges in collecting and reportingrelevant information?

TUESDAY -- AFTERNOON

T5.02

SCIENCE TEACHING: THE CONTRIBUTION OF HISTORYAND PHILOSOPHY OF SCIENCEJames Wandersee, Louisiana State University; NancyBrickhouse, University of Delaware; Richard Duschl, PittsburghUniversity; Michael Matthews, University of New South Wales

Three members of this panel will each review a different aspectof the recently published book, Science Teaching: TheContribution of History and Philosophy of Science (Routledge,March 1994) authored by Michael R. Matthews.

This book seeks to contribute to science teaching, and scienceteacher education, by bringing the history and philosophy ofscience and science teaching into closer contact. The authorsbelief is that science teaching can be improved if it is infusedwith the historical and philosophical dimensions of science. It isfurther claimed that many theoretical debates in scienceeducation constructivist claims, multicultural science education,values in the curriculum etc. can be clarified with theassistance of historical and philosophical scholarship. The bookfurther argues for HPS having a place in science teacherdevelopment programs.

The author of the book will respond to the reviewers comments.

T5.03

Ecology and Environmental Science Education: A ResearchAgenda, Part IIMichael Brody, Montana State University

This session is a follow-up to the first roundtable discussion ofthis topic at the 1993 NARST Annual Meeting. At that time, anumber of interested science educators met to discuss the roleof ecology in science education research. That sessiongenerated several relevant questions regarding the role ofecology in the science education agenda. Among thesequestions were: As the natural resource management policies inthe USA and the world evolve, what is the role of scienceeducation in educating students to understand a new ecologicalagenda? What research is necessary to help prepare teachers torespond to an increasing number of complex ecological issues?Is the nature of knowledge in ecology and environmental scienceinherently different than traditional science disciplines? Amongthe topics to be discussed this year are: substantive differencesbetween educating about the environment compared totraditional disciplines in science education, the role of values andbeliefs concerning the environment in science education andthe role of gender issues related to environmental education inthe science classroom.

106

T6.01

Leascullnlern in Science and Science Education

PanelistsAnita Roychoudhury, Jay Lemke, Nancy Brickhouse, CherylMason, and Priscilla Callison

The underrepresentation of women In science is anextensively studied yet persistent concern of our society.We propose a panel discussion to develop ideas that can guideresearch on gender differences to a new direction. Thepanelists will discuss the recent studies on equity issues, thedifferences in the ways men and women practice science, theInherent masculinity of science and Its implications forclassroom practice. The primary goal of the panel Is tocreate a forum for the participants to discuss how theresearch on gender differences can be enriched byIncorporating the critiques about the nature of science.

143

March 26-29, 1994 TUESDAY, March 29, 1994 -- AFTERNOON

T6.02

IN-SERVICE CHEMISTRY TEACHERS TRAINING: INTRODUC-ING COMPUTER TECHNOLOGY AS A TEACHING AIDY. J. Dori and N. Barnes, Israel Institute of Technology, Haifa

A sucePcsful introduction of computer aided instruction as a tool forenhancing chemistry teaching depends on positive attitudes of theteachers. The research investigates the effects of in-service training andteachers' self-developed mini-courseware on broadening CAI use forchemistry. It involves follow-up of in-service teacher training aimedat strengthening the confidence of the chemistry teacher in his/her abilityto use computers in the classroom. We developed a CAI module onpolymers, which was used to introduce the teachers to the variety ofpossibilities and benefits of using courseware in the current chemistrycurriculum in Israel. It was presented as a source for mastery learning,enrichment material, problems and their solutions. As a research tool,the teachers answered pre- and post-attitude questionnaires regardingthe use of computers for chemistry teaching in general, and the polymermodule in particular. The analyzed data indicated a positive changein teachers' attitudes toward CAI and using computers in their class-rooms. As for the polymer module, the teachers indicated that theyintend to incorporate it within the curriculum mainly due to the threedimensional polymer models, the animation and the visual effects thatexplain polymerization and stretching processes.

T6.02

A COMPARATIVE STUDY OF MEANINGFUL CHEMISTRYLEARNING: ALGORIMMIC, I-OCS, AND CONCEPTUALQUESTIONSJudith Dory, Aviva Lubezky, Nakhleh Barbara Tessier and UriZoller, Purdue University

The performance of freshma science and engineering students in threeIsraeli and American universities on exam questions designed to useeither algorithms, lower order cognitive skills (LOCS), or conceptualunderstanding was investigated. The driving force was an interest inmoving chemistry instruction from an algorithm-oriented factual recallapproach dominated by LOCS to a decision-making, problem-solvingapproach using critical thinking and higher order cognitive skills(HOGS). Students' responses were categorized, scored, and analyzedfor correlations and for differences between the means across univer-sities, as well as within universities by category of question. We report3 main findings: 1) students in each university performed consistentlyon each of the three categories in the order of algorithmic > LOCS> conceptual questions; (2) success with algorithms does not implysuccess on conceptual questions; and (3) students taught in small classesoutperformed by far those in large lecture sessions in all three categories.Implications for improving chemistry teaching will be discussed andtranslated into actions needed to move from a theoretical base topractical implementation.

T6.02

VEE DIAGRAMS OF LABORATORY WORK: HOW DO STU-DENTS USE THEM?Barbara A. Tessier, Mary B. Nakhleh, Purdue University

Vee diagrams have been introduced as a possible tool for aiding instudent construction of knowledge. In order to understand howchemistry laboratory students might use Vee diagrams, this techniquewas introduced to second semester general chemistry students at a largemidwestern university. After instruction in the technique and performingthe laboratory for which the Vee was completed, students were inter-viewed to ascertain the level of their understanding of the chemicalconcepts covered in the laboratory as well as their attitudes towardsVee diagrams. The results indicate a positive attitude towards the useof Vee diagrams with no perceptible change in understanding ofchemical concepts. In addition, the results indicate a student perceptionthat lecture and lab activities do not connect and the related perceptionthat Vee diagramming may be one way to help with this lack ofconnectedness.

107

T6.02

LABORATORY & LECTURE: BRIDGE OR ABYSS?Barbara Tessier. Richard Mitchell and Mary B. Nakhleh, PurdueUniversity

An investigation into the lived experiences of students, TAs andinstructors associated with a remedial chemistry course was undertaken.The course was taught at a large, midwestem university. This investi-gation was initiated due to the increasing numbers of students who electto enroll in the one-semester course prior to taking another generalchemistry course. The study utilized qualitative research methods touncover the perceived connection between the lecture and laboratoryportions of the course. The results of the study indicate that not onlydo students see little connection between the lecture and laboratory,but TAs and instructors as well note little in the way of importantconnection. The results of this study indicate that we as professionaleducators need to make much stronger, clearer connections (justi-fications) for including a laboratory into our general chemistry curricula.

1J0

TUESDAY, MARCH 29, 1994 -- AFTERNOON NARST Meeting

T6.02

THE USE OF EXAMINATIONS FOR REVEALING OF ANDDISTINGUISHING BETWEEN STUDENTS' MISCONCEPTIONS,MISUNDERSTANDINGS AND 'NO CONCEPTIONS' IN COLLEGECHEMISTRYUri Zoiler, Haifa University-Oranim

It is well established by research that students at all ages hold a widevariety of faulty knowledge structures called 'misconceptions'. Collegescience students are no exception as far as misconceptions in thechemistry domain are concerned. Systematic administration to biologymajors of specially-designed mid-term and term High-order CognitiveSkills (HOCS)-oriented examinations within the freshman courses'General and Inorganic Chemistry' and 'Introductory to Modern OrganicChemistry', proved these examinations to be very effective in revealingof,and distinguishing between students misconceptions, misunderstand-ings, and 'no conceptions'. Substantial number of these, several of whichnever mentioned in the relevant research literature, were thus disclosed.Modified teaching strategies to overcome the problem by encouragingmeaningful learning have been explored and implemented. Our findings,results and accumulated experience suggest that properly-designedexaminations may be very effective for revealing, but not for overcomingstudents misconceptions. However, HOCS-oriented teaching andlearning strategies (... and in accord appropriate examinations) maybe very useful in the process of overcoming the problem leading,eventually, to a conceptual change.

T6.03

REFORM OF TEACHER EDUCATION: DEVELOPING PRINCIPLESOF EDUCATING TEACHERSMichael J. Padilla Renna B. Calvert, Thomas R. Cooney, Linda C.Grvnkewich, Laurie E. Hart, Darwin W. Smith, The University ofGeorgia.

The purpose of this symposium Is to discuss systemic reform inpreservice teacher education, using the experience of the GeorgiaInitiatives in Mathematics and Science (funded under the NSF State-wide Systemic initiatives Program) as a case study. The threecomponents of the symposium will provide: (1) a short overview ofsystemic reform and the place of teacher education within thiscontext, (2) a baseline of the current middle grades teachereducation programs available in Georgia, and (3) the process andsubstance developed as a result of the Principles of EducatingTeachers (POET). As Georgia has separate middle gradescertification, the 31 institutions in Georgia that produce middle gradesteachers were surveyed about their programs, with respect tomathematics and science content requirements and middle grades-oriented education classes. Results of the survey provide a baselinefor assessing the effectiveness of POET. The POET effort wasdeveloped by representatives of the major stakeholder groups, toensure that an attitude of 'buy-in' and not 'top -down' prevails. Theuse of the resultant principles to improve teacher education inGeorgia will reflect a common vision that Is innovative yet not overlyprescriptive.

T6.04

BREAKING THE DIDACTIC TEACHING-LEARNING-TEACHINGCYCLE: A CONCEPTUAL CHANGE APPROACH TO SCIENCETEACHER EDUCATIONIrish Stoddart. University of California. Santa Cruz. Renastela_ University of Illinois at Urbana Chanraign. RichardBiatieursinalttliestethauserUnblersituallatt

This purpose of this paper set is to describe and analyze aconceptual change approach to teacher education. Data aredrawn from a series of studies which track cohorts ofstudent teachers through teacher education into their secondyear of teaching. The studies compare the science contentunderstandings, pedagogical beliefs and teaching practicesof novice teachers who participated in conceptual change sciencemethods courses with novice teachers who took traditional sciencemethods courses. The first paper describes the effects of a fivestep conceptual change approach to science methods instructionon teacher candidates beliefs and practice. The second and thirdpapers use survey and case study methods to investigate whetherthese effects are maintained through the first two years ofteaching. The research findings demonstrate a strong relationshipbetween teachers' personal experiences as learners, theircontent understandings and their approach to science teaching.The researchers conclude that teachers need to be conceptuallearners in order to become conceptual teachers.

T6.06

AN ANALYSIS OF PRESERVICE ELEMENTARYTEACHERS' SCIENCE TEACHING EFFICACYFlobertta H Barba University of New Mexico; Patricia F. Keig,California State University, Fullerton

A two-part study of elementary preservice teachers' (N = 258)feelings of science teaching efficacy shows this variable tobe well correlated with instructional time, subject preferenceand teaching ratings, and to be the largest of 10 predictors ofscience instructional time. A longitudinal portionof the studyaddressing factors that contribute to preservice teachers'sense of science teaching efficacy revealed that knowledgeof generic teaching strategies and science contentknowledge is not sufficient to change classroom teachingpractice. Preservice preparation in science pedagogicalknowledge did impact preservice teachers' feelings ofscience teaching efficacy and resultant classroom practice.Findings support Ajzen and Fishbein's Theory of PlannedBehavior, in that science teaching efficacy is most likely amultifaceted construct, an intention, rather than a singleattitude, belief, value or behavior.

108

151

March 26-29, 1994 TUESDAY, March 29, 1994 -- AFTERNOON

T6.06

RELATIONSHIPS BETWEEN MEASURES FOR ATTITUDE,BEHAVIOR, EXPERIENCE, AND SELF CONCERNSFOR SCIENCE TEACHING AMONG INSERVICE ELEMENTARYTEACHERSB. Patricia Patterson, Wesley College

In this study the extent and nature of relationships betweenelementary teachers' responses to commonly used measuresfor attitude, behavior, experience, and concerns with regardto their science teaching were assessed. A self-selectedset of 150 K-6 inservice teachers returned a 91 item forcedchcice survey consisting of an attitude measure with foursubscales, commonly used questions about behavior during,and experiences with, science teaching, and a modified versionof the Teacher Concerns Questionnaire that included measuresof self concerns for science teaching. Statistical analysesidentified three groups of teachers with specific correlationalpatterns of responses to attitude, behavior and concernsquestions. Implications of these findings for Inservice educationare that teachers' inservice needs in science differ and canbe assessed a priori through concerns and attitude measures.These findings also support Fuller's original suppositionsabout the concerns construct in that concerns were found to besubject specific, and that concerns measures did inform attitudeand behavior.

T6.06

SECONDARY SCIENCE TEACHERS' VOICES: ANINTEGRATED MODEL OF PRAXISMeta Van Sickle, University of Charleston, Charleston,South Carolina

Three secondary science teachers were involved in asymbolic interaction study for one calendar year. The datasources were classroom observation, interviews, andartifacts and drawings. The data were analyzed using aconstant comparative method and a model was developedbased on the data. The teachers' voices on classroompraxis were extremely informative and lead to a three sidedpyramid model. The points on the model are 1) theessence of teaching and learning, 2) the nature of scienceand its content, 3) pedagogy, and 4) values. Theteachers voiced the opinion that the model could be usedwith present and future teachers to help explain thecomplex set of relationships that occur in classrooms. Thevariety of relationships are, according to the teachers. thebasis of an ethic of caring in their classrooms.

T6.08

AMBIENTES DE APRENDIZAJE Y ENSENANZA DE CIENCIASGilberto Alfaro-Varela Rock) Mad al Kenneth TobinUniversidad Nacional Aut6noma de Costa Rica y Florida StateUniversity

Coma base pare aprender acerca de los ambientes deaprendizaje y su influencia en el desarrollo de la labor docents,se realiza una actividad de investigacion en Ia que participanmaestros y estudiantes de secundaria y profesores. Comomedio para la recoleccien de information y su posterior andlisisinterpretative, se aplica un instrumento elaborado para tal fin. serealiza observaci6n de clase y se efectuan reuniones dediscus& con maestros y estudiantes. Esta actividad permitevisualizer la necesidad de que docentes y estudiantes participenen el analisis de sus propias experiencias como medio paracomprender y transformar Ia cultura en que se desenvuelven.

109

T6.08

MAESTRIA EN INGENIERIA ()UNICA EN LA UNIVEFISIDADAUTONOMA DEL ESTADO DE MORELOS: UN RETO EDUCATIVOCecilia Cuevas Arteaqa, y Edgard° Roldan Villasana, UniversidadAut6noma del Estado do Morelos, Mexico

Desde 1984, la Universidad Aut6noma del Estado de Morelos ofrece lamaestrfa en Ingenierfa Oulmica a traves do Ia facultad do CionciasQulmicas e Industriales (FCC11). Esta maostrla ha tenido como finalidadprepare/ profesionales en areas afines para quo puedan resolveradecuadamente problomas de ingenierfa qufmica quo considerenfenamenos fiscoquImicos y su repercusion en el diserio de equip,. Canla rodents reestructuracian del plan de ostudios, tratados en of presentstrabajo, los objetivos so hen ampliado, siondo ahora, edemas do losiniciales, los siguiontos: capacitar al ingenioro on la detection deproblemas reales y su solution con metodos de vanguardia, dosarrollarla habilidad del estudiante en la eject:don y/o dosarrollo do modelosmatematicos, y mojorar sus conocimientos basicos do Ia ingenierfaqufmica para su aplicacion en areas do protection y control del medioambiente y do administraci6n. El nuovo plan do estudios consta de treeotapas: La primera es of tronco com6n, el cual esti constitufdo per seismaterias bisicas on Ia ingenierfa qufmica, la sogunda as laespeciaiizacion, donde so tiene la opc.76n do elegir cualouiora de lassiguientos areas: procssos y aprovechamiento do onergla,administration do procosos, y protecian ambiental (agua). La tcrcoraetapa la constituye un proyecto do investigation del cual so obtione latesis o trabajo terminal.

152,

TUESDAY, MARCH 29, 1994 -- AFTERNOON NARST Meeting

T6.08

PROBLEMAS Y OPORTUNIDADES DE INVESTIGACION PARALA ENSENANZA DE INGENIERIA FRENTE A LAS

CUEST1ONES DEL MEDIO AMBIENTENascimento Nib de Oliveira, Univers bad Federal de MinasGerais, Brasil (Centre d Enseignement et de Recherche pour laGestion des Ressources Naturelles et de l'Environnement de laEcole Nationale des Ponts et Chaussees, Francia)

En el presente trabajo se intenta evaluar el impacto de la crfticaa la modernidad sobre el papel del ingeniero en la sociedad yreflexionar sobre los problemas y las oportunidades deinvestigaci6n para la enserianza de la ingenierfa. El papel delingeniero en la sociedad se encuentra historicamente asociadoal proyecto de la modemidad. La racionalidad en la organizationy en la administration de la sociedad. tanto en la utilization y enel control de los recursos y procesos naturales qua constituyenel centro de ese proyecto. Su principal objetivo presence en laideobgfa capitalista, como tambien en is ideologfa socialista,seria el conducir a la humanidad en la direction de la libertad,de la abundancia y del bienestar. En la actualidad el proyectomodemista es puesto en cuesti6n trente a su incapacidad paraproveer democracia y bienestar para la humanidad en sutotalidad a partir de los progresos alcanzados en el Ambitodentine° y tecnologico.

16.08

AMBIENTES DE APRENDIZAJE OTRAS DIMENSIONESLilia Reyes, Guillermo Chona, y Daniel Herrera Universidad PedagdgicaNacional, Colombia

El present* trabajo fue desarrollado con estudiantes del sexto y octavosomestre de la carrora de Biologie.. El objetivo principal fue idantificarconcepciones y creencias acerca de situaciones de ensefianza yaprendizaje on el aula quo influyen directamente on el aprendizaje delos estudiantes. El estudio de los ambientes de aprendizaje as plazafundamental en la identificaciOn, interpretation y analisis do situacionese interrelaciones on los procesos de construction social delconodmiento, puss sabemos quo as ooncepciones y creencias delmaestro influencian su forma de ensenar y las experiencias ypercep6ones de estos futuros maestros influenciaran el rol quo ellosasuman. El instrumento sobrea ambientes de aprendizaje desarrolladopor Fraser y Tobin, 1993 fue traducido y adaptado, pero an el momentodo realizar este estudio se vio la nocesidad de construir con losestudiantes un instrumento totalmente nuevo con escalas maspeninentes a su realidad y on su propio contexto. Las escalasescogidas fueron siete: tolerancia, independencia, intereses, etica.negociacion, aceptacion y comunicacion. Se consider° en el grupo quola autonomla y la participation son procesos &bales quo se obtendranon la modida en quo se alcancen las anteriores escalas. Estes escalasreflejan el Ilamado de los futuros maestros hacia una oducacidn en pazy para el fortalocimionto de esa paz.

Special Thanks to John Wiley and Sons Publishers,

for its sponsorship of the NARST Annual meeting

110

153

March 26-29, 1994 Session Index of Authors

Index of Sessions by Author

Abder, Pamela F. M2.13 Ben-Chiam, David M6.09Abegg, Gerald A7.15, S6.02 Benavente, Antonio M. M4.08, M7.11Abell, Sandra K. T2.12 Bennett, Glen H. M4.12Abrams, Eleanor S4.06 Berenson, Sarah B. M7.13Acevedo Caicedo, Myriam M4.08 Berg, Craig A. S2.07Adams, D. Daryl M7.07 Berger, Carl A3.01, M4.02,Adey, Philip S4.03 56.02, S7.02Adkins, Carol S6.07 Berlin, Donna F. 52.06Agard, Egbert M2.08, T2.11 Bethel, Lowell J. M2.10, M6.05Agholor, Rose N. S6.09 Beyerbach, Barbara M2.07Aikenhead, Glen S. M4.05 Bianchini, Julie A. A7.15Alexander, Todd 54.05 Bitner, Betty L. M4.06Alfaro Varela, Gilberto T2.11, T6.08 Black, Kathie M. M6.02Allen, A. William M7.13 Blumenfeld, Phyllis M6.10Alvarado, Z.C. M6.08, M7.11, BIunck, Susan M7.13

S6.08 Bobick, Sandra B. M4.03Anderson, Charles W. M2.11, S4.11 Bogan, Margaret T2.09Anderson, Ronald D. M7.04 Bohren, Janet L. S4.01Andrade Gamboa, J. J. M6.08, M7.11, Bolte, Claus S2.03, 57.03

S6.08, T2.11, Bombaugh, Ruth 56.12T3.08 Bonnstetter, Ronald J. T3.07

Anton, Caesar T2.11 Boone, William J. A7.15, S7.05Antony, Mary S2.01 Boorman, Joan M. A7.15Arora, Anjana Ganjoo 12.09 Borko, Hilda S2.04Ash, Doris B. A7.15 Bowen, Craig W. M7.03Atkin, J. Myron T4.0 Boyle, Robert M4.07Atwater, Mary A7.15, M2.13 Bradsher, Monica P. M6.06Atwood, Ronald K. T2.12 Brasch, Klaus S6.07Atwood, Virginina A. T2.12 Brearton, Mary Ann M2.06Audet, Richard H. A7.15 Breen, Timothy J. 56.13Avishay, Smadar M7.11 Brickhouse, Nancy W. M6.13, S2.13,Babineaux, Barbara S. S7.01 T5.02, T6.01Backe, Randall K. S4.06 Britton, Edward 57.17Bain, Casey M7.13 Brody, Michael J. M4.05, T5.03Bair, David E. S2.01 Brown, Fletcher M7.13Baird, Hugh J. M2.01 Brunkhorst, Bonnie T3.01Baird, William E. M4.02, M7.05 Brush, Sabitra S. S7.03Baker, Dale A3.02 Bueno, Jorge A7.16, M7.08,Barba, Robertta H. T6.06 54.08, T2.11,Barden, Laura M. S6.12 T3.08Barnea, N T6.02 Bunderson, Eileen D. M2.01Barnett, Deyanira M4.08, M7.11 Burger, Nikki A7.16Barnett, John A7.16 Burgess, Larry M2.03Barragan, Luciano A7.16, 57.08 Burke, Ed V. S6.12Barrow, Lloyd H. A7.15 Butler, Susan M. S4.07Bartley, Anthony W. M7.03 Bybee, Rodger M4.13Baumert, Jurgen M6.04 Cabrera C., Francia M6.08, M7.11Baxter, Gail P. S6.13 Caceres Rojas, Dagoherto M7.09Belzer, Sharolyn M2.02 Callison, Priscilla L. M6.06, T6.01

111

1,51

Session Index for Authors NARST Meeting

Calvert, Renna A7.15, M7.13 Demastes, Sherry S. M4.07

Camargo, Clara Elvira M7.09 Deng, Zongyi M7.12, M7.13

Campbell, Lois M. T2.12 Denning, Rebecca A7.15

Cannon, John 11. A7.15 Derrick, Joe T6.07

Canino, M. T2.11, T3.08 Deru, David A7.15

Carroll, Pamela S. T3.02 Desouza, Shireen J. M. S4.10

Carter, Glenda S6.04 DeTure, Linda R. T2.09

Cartledge, Frank M7.13 Diaz, Esteban S6.07

Ca-stalk) C., Norma C. M6.08, M7.11 Diaz, Nel ly A7.16, M7.08,

Castellanos, Esteban A7.16, M7.11, S4.08, T2.11,S4.08, T2.08 T3.08

Cavallo, Ann M.L. A7.15, T2.12 Dickman, Carolyn T2.09

Cennamo, Katherine S. T2.12 DiGisi, Lori Lyman S6.04

Chagas, Isabel S6.02 Doherty, Cindy L. A7.15

Champagne, Audrey B. M4.13 Donati, Edgardo R. M6.08, M7.11,

Chang, Huey-Por M6.10 S6.08, T2.11,

Chaparro de Barrera, Angela M7.09 T3.08

Chiu, Mei-Hung M2.10, T3.03 Donmoyer, Robert S2.06

Chona, Guillermo T2.11, T6.08 Doran, Rodney L. A7.15, 12.07

Clay, Samuel S2.07 Dori, Yehudit J. S6.02, T6.02

Cobern, William W. S6.05 Dorman, J. M6.03

Coble, Charles A7.15 Doster, Elizabeth C. A7.15, 54.05

Cochran, Kathryn M4.07 Duit, Reinders S2.13

Cole, David M. S6.10 Duschl, Richard M4.09, T2.05,

Collins, Angelo M2.05, M4.13 T5.02

Collister, Colin A7.16 Dye, Thom M7.13

Comeau, Dr. Mel S7.01 Easley, Jack M6.06

Cook, Perry A. S7.04 Ebert-May, Diane S6.07

Cooke, Amy 13.06 Eckstein, Shulamith Graus M7.11

Cooney, Thomas A7.I5, T6.03 Eichinger, John A7.15

Coppola, Brian P. S4.06 Elder, Anastasia D. 56.13

Cosgrove, Mark S6.11 Elliott, Tom A7.15

Cotten, Catherine M6.10 Ellis, James D. M4.11

Covarrubias, M.H. M2.08, T2.11 Enochs, Larry M2.09, M4.11

Crawley, Frank E. S2.10, S4.10, Enrique, Jorge M7.09

S7.01, T3.03 Erickson, Melissa J. M4.03

Crockett, Denise M2.11 Espinoza, V. J. A7.16, M7.08

Crow, Linda W. T3.07 Evans, Robert H. M6.04

Crowell, Sam S6.07 Ezell, Danine M2.06

Cuevas A., Cecilia T2.11, T6.08 Farges, Berhard M2.06

Cunningham, Christine M2.11 Farragher, Pierce A7.16

Czerniak, Charlene M. S4.10, 57.07 Ferguson, Nicole A7.16

Daisey, Peggy A7.15 Ferng, Song-Lin S7.04

Dana,Thomas M. M2.05, M4.10 Fetters, Marcia K. M2.03

Davis, Kathleen M7.04, M7.13 Finley, Fred M7.07, S7.05

Davis, Nancy S2.10, T2.12 Finley, Sandra J. S2.10

De Astudillo, Luisa Rojas T3.03 Finson, Kevin M7.05

de Castillo, Guadalupe M2.08, T2.11 Fisch ler, Helmut S7.04

de Isaacs, Lydia M4.08, M7.11 Fisher, Charles M4.07

De Luna de la Pena, Rafael A7.I6, M7.08 Fisher, Darrell L. M6.03, S2.03

del Carmen, Maria A7.16, 54.08 Fisher, Kathleen M. 55.12

del Prado Rosas, Gomez A7.16, S4.08 Fisher, Robert M2.04

112



Flage, Lynda R. A7.15 Grubbs, Ardra M. S2.01Flick, Lawrence B. S4.09, T2.03 Grynkewich, Linda A7.15, T6.03Flores Camacho, Fernando M2.08, M6.08, Guy, Mark D. S2.11

M7.11, S6.08, Habib, Gary A7.15T2.11 Hairston, Rosalina V. M6.10

Foley, Jean A. T2.12 Haley-Oliphant, Ann A7.15, 56.06Foster, Christian J. M7.13 Harding, Ethelynda E. 54.07Foster, Gerald M6.06 Harding, Sandra M6.1, S8.03Fradd, Sandra H. A7.15 Harkness, William L. M6.07Fraser, Barry J. M4.06, M6.03, Hart, Laurie E. T6.03

S2.03 Harwood, William S. M7.12Fraser-Abder, Pamela A7.15 Hayes, Michael T. M7.06Freitag, Patricia K. A7.15, S4.12 Heath, Phillip S2.06French, Dee A7.15 Hein, Teresa S6.10Frese, Jackie M7.13 Helgeson, Stanley L. 54.09Froehlich, Calvin 0. S6.12 Henderson, David G. S2.03Fu, Hwa-Wen T3.03 Henderson, Nannette Smith M7.13Fulton, Deborah C. S4.09 Henderson, Sandra A7.15Gabel, Dorothy A7.15, M7.13, Hendren, lain S2.10, T3.02

T2.12 Hennessey, Gertrude M. M4.07, 55.12Galagovsky, Lydia M4.08, M7.11, Heredia R., Roberto A7.16, 54.08

S6.08 Hernandez, Jorge M2.08, T2.11Gallagher, James J. S2.13, S7.01, Hernandez, T. D. M2.08, T2.11

T3.06 Herrera, Daniel T2.11, T6.08Gallard-Martiniz, Alejandro A7.15, M2.13, Hewson, Peter W. S2.03

S4.12 Hickman, Paul M4.03Gallegos, C.L. M2.08, M7.11, Hildebrand, Gaell S6.01

M6.08, 56.08, Hillen, Judith A. S2.06T2.11, M7.11 Hodas, Steven M4.02

Gaskell, P. James M6.07 Hofstein, Avi M2.12, M4.06,Gee, Carrie J. M7.13, T2.12 M7.11, T2.11Geiser, Helmut M6.04 Holland, David J. M2.11Gerber, Brian L. A7.15, T2.12 Holliday, William G. A7.15, A6.06,Gess-Newsome, Julie S7.05 M4.12, M7.12,Gibson, Nicole T2.04 S7.06Giddings, Geoffrey .1- M2.12, M4.06, Holton, Robert E. S4.12

M7.11 Holthuis, Nicole C. A7.15Gilmer, Penny .1. A7.15, 52.10 Horton, Alice M4.07Ginns, Ian S. 12.04 Hsiung, Chao-Ti S4.06, 52.13Giuliano, Frank J. T3.02 Hsiung, Tung-Hsing M7.13Glaser, Robert S6.13 Huang, Wanchu S2.07Glynn, Shawn M. T2.04 Hudson, Sharon P. M6.02Godoy, Zalamea M7.09 Huertas Campos, Crescencio M4.08Goedhart, Martin M6.05 Hug, J. William T2.12Goldberg, Fred 56.1.0 Huinker, De Anne A7.15Good, Ronald M4.07, M6.13, Hurst, Roy M7.13

S2.05, S5.12 Hussein, Mwantumu A7.16Gooding, C. Thomas M2.07 Hwang, Bao-tyan M6.05Graber, Alison A7.15 Hy Ide, Jacqueline A. A7.15Gregory, Eileen T2.09 Iding, Marie A7.15Greig, Jeffrey M7.12 Idiris, Suleiman M6.03Groves, Fred H. S6.11

113

X56


Jackson, David A7.15, M4.02, Leach, Jean M4.03, 54.07S4.05 Leary, Rosemary F. M4.04

Jacobs, Mary E. M7.13 Lederman, Norman G. A7.15, T2.09,Jarvis, Tina S2.02 M6.10Jasalavich, Sheila 56.07 Lee, Julia A. S2.01Jegede, Olugbemiro J M7.05 Lee, Okhee A7.15Jensen, Murray M7.07 Leo, Ping-Hsing S4.06Jerezano, S.M.E. M6.08, M7.11 Lee, Tien-Ying S2.11Jesunathadas, Joseph S6.07 Lemke, Jay M4.02, M6.13,Jones, M. Gail S6.04 S4.04, T2.03,Jose Mufioz Castillo M7.09 T6.01Juarez, Manuel A7.16, S7.08 Leonard, Douglas T3.06Jungwirth, Ehud S2.09 Lesman, Tehila M7.11Kahle, Jane Butler A7.15, M7.13, Linchevski, Liora M7.05

S6.06 Linn, Marcia A5.15, 54.02,Kali, Yael M6.09 S7.02, T2.05Kamen, Michael M4.10, T2.03 Liske, Robert L. S7.01Karunaratne, Sunethra M2.03 Liu, Chin-Tang M7.13Kass, Heidi M2.05 Liu, Yuan-sheng M6.05Katu, Nggandi M4.04 Lomask, Michael Shemesh M7.11, M7.12Kean, Elizabeth T2.09 Lonning, Robert A. M7.12Keig, Patricia F. T6.06 Lord, Thomas R. M7.13Keller, Jill L. M6.05 Louden, William S4.09Kelly, Christine Marie A7.I5 Loving, Cathleen C. A7.15, S4.07Kelly, Gregory J. A7.15 Lubezky, Aviva T6.02Kenealy, Patrick 56.10 Lucas, Keith B. S6.12Kepert, Mary M4.01 Lumpe, Andrew T. 84.10, 57.07Kesidou, Sofia M7.12 Lunetta, Vincent N M2.05, M4.04Key, M. 54.07 Lyons, Lymon L. S4.12Keys, Carolyn W. S6.04 Madrigal, Rocio T2.11, T6.08Klapper, Michael H. M4.02, S2.06, Magnusson, Shirley M4.07, S2.04

T2.03 Ma Itliot, Karen S6.12Koballa Jr., Thomas R. A7.15, M2.07, Malanchuk, Oksana 54.06

54.10, T3.02 Maley, Leonie M4.01Koeller, Olaf S2.03 Malone, Mark R. S6.04Kollar, Gwen M2.11 Mangold, Peter 56.11Kozhevnikov, Mario M7.11 Maor, Dorit S7.07Krajcik, Joseph M6.10, S2.04 Marek, Edmund A. T2.12Kumar, David D. 54.09 Marinez, Diana I. M2.03Kurth, Lori S4.11 Marshall, James A7.15Kurtz, David C. T2.09 Marshall, Robin H. A7.15Kyle, William C. M4.09, M7.12, Martin, Mary Ann Varanka M4.05

T3.01, T6.05 Martire, Daniel 0. M7.11, M6.08,Lagowski, J. J. S2.02 S6.08, T2.11Lai, Piu-Kwong S6.12 Marx, Nancy S6.12Lane, Carol L. A7.15 Mason, Cheryl L. S4.09, T6.01Lantz, Dorcas T3.06 Mason, Diana T3.03Lara, Cesar Augusto M7.11, T2.08 Mastrilli, Thomas M. M4.03Lassiter, Isaac 54.05 Mata-Toledo, Ramon A. A7.16, 57.08Lavoie, Derrick T2.06 Mattheis, Floyd E. A7.15, M4.11Law, Michael T2.04 Matthews, Michael R. M7.01, T5.02Lazarowitz, Reuven M7.11, T2.11 Mattson, Susan A. 54.12

114

157


McAleer, Nancy M. T2.09 Okebukola, Peter A. 0. M7.05, S4.01,McComas, William F. M4.03 S6.09McConney, Amanda W. M4.05 Oliver, J. Stephen M7.05, S4.10McConney, Andrew M4.05 Oliver, Jenny A7.15McCormack, Alan J. S4.09 Olsen, Timothy P. S2.03McCurdy, Donald W. M7.13 Oren, Elaine M2.03McDonald, Robert B. M2.10 Orion, Nir M4.06,McFadden, C. A7.16 M6.09,S4.04McGee Brown, Mary Jo M2.06 Orozco de Amezquita, Martha M7.09McGinnis, J. Randy M2.13, S2.01, Osuji, Ngozi S4.01

S7.06 Padilla, Michael J. T6.03McMahon, Maureen M. M7.12 Palacios, E. A. A7.16, M7.08Mc Robbie, Campbell J. M2.03, M6.03, Palinesar, Annemarie S. M2.11, S4.11,

M6.09 M6.10Meadows, Lee S4.05, T3.02, Palmquist, Bruce C. S7.05

S4.10 Park, Insun H. M6.05Melchert, Sandra Ann S2.09 Parke, Helen A7.15, S6.03Metz, Kathleen E. M7.13 Parker, Joyce T3.06Migon, Susan A. S6.11 Parker, Lesley H. M4.01, 52.09,Milkent, Marlene M. M7.13 S4.03, S6.01Mitchell, Judy N. M6.05 Parsons, Sharon S6.01Mitchell, Richard T6.02 Patterson, Patricia B. T6.06Moje, Elizabeth M4.04 Pedersen, Jon E. T2.12Mollett, Kerry M4.01 Peebles, Patsye M4.07Moncayo, Guido A. M7.11, 12.08 Pelletier, Allan S6.07Moorman, Kay M6.06 Pere, Nancy A7.16, 54.08Mora Penagos, William Manuel M7.11, S6.08 Perna, Jack M6.06Moscovici, Hedy A7.15, S2.10 Perry, Bruce E. M2.07Mueske, Shawn M7.07 Peterson, Rita W. S6.11Mulder, Theo M6.05 Piburn, Michael T2.05Murfin, Brian M7.12 Pirlde, Sheila F. M7.13Mushashu, Bernadeta K. A7.16 Pollard, Rebecca J. A6.06, S6.10,Naidoo, Prem S7.03 S7.06Naizer, Gilbert L. M7.03, T2.12 Prather, J. Preston M7.05Nakhleh, Mary B. 16.02 Pribyl, Jeffrey R. S6.12Nascimento, Nib de Oliveira T2.11, 16.08 Pugh, Ava 56.11Nason, Patricia Cathman M7.13 Pyle, Eric J. A7.15, M2.07,Nenze, Anisia A7.16 S7.07Nesbit, Catherine M7.06 Quesada S., Marta M7.11, T2.08Newman, William S4.02 Raghavan, Kalyan S6.13Newsome, Julie Gess 12.09 Ramey-Gassert, Linda M2.09Niaz, Mansoor A7.16, T2.05, Ramirez, J.L. A7.16. S7.08

13.03 Reap, Melanie S6.02Nichols, Kim B. T2.09 Reddy, Vijay A7.16Nichols, M. Susan M7.07 Rennie, Leonie J. M4.01, 52.02,Nichols, Sharon A7.15, M2.11 S4.03, S6.01,Niedderer, Flans S6.10 S6.09Niederhauser, Dale T6.04 Reyes G., Carlos A7.16, S7.08Norman, Katherine A7.15 Reyes-Herrera, Li lia S4.12, T2.11,Norman, Obed S4.01 T6.08Odom, A. Louis S6.09 Rice, Diana C. A7.15

Richard, Mitchell T6.05

115

158


Richardson, Lon S4.04 Shroyer, Margaret Gail A7.15, M2.09Richmond, Gail M2.02 Shymansky, James A. M2.05, S5.12Riggs, Iris M. M2.09, S6.07 Simmons, Patricia E. S4.04Riley, Dana A7.15 Smith, Bruce G. 54.10Riley, Joseph P. M7.13 Smith, Cora lee A7.15Roach, Linda E. S2.05 Smith, Darwin T6.03Robertson, Isobel J. S4.01 Smith, Edward M7.13Robinson, Scott S4.12 Smith, Clan S7.07Rodriguez, Jose Gregorio M7.09, M7.09 Smith, Philip J. A7.15Rogers, Laura N. M2.04, S6.03 Smith, Shirley M7.13Rogg, Steven S6.06 Sode, John R. M7.01Roldan Villasana, Edgardo J. T2.11, T6.08 Songer, Nancy B. 54.02Romance, Nancy R. S6.03 Speece, Susan P. A7.15Rosas, G.M. M2.08, T2.11 Speitel, Thomas A7.15Rosenthal, Dorothy B. S2.01 Spitulnik, Jeff M2.02Ross, Susan A7.15 Stark, Connie M6.09Roth, Wolff-Michael S4.05, S5.12, Stark, Rae T2.07

S6.03, S7.07, Statle, Richard L. T6.04T2.03 Stayer, John R. S2.05, T2.06

Rowland, Paul S6.07 Stein, Mary T. 52.04Roychoudhury, Anita A7.15, T6.01, Stocker, Ann M7.13

S2.11 Stocklmayer, Susan A7.16, M4.01Rubba, Peter A. M2.05, M2.10, Stoddart, Trish T6.04

M6.07 Stoff lett, Rene T6.04Russett, James A7.15 Stri ley, Joanne M2.02Rye, James A. M2.10 Stuessy, Carol L. T2.12Salyer-Babineaux, Barbara S7.01 Sudweeks, Richard S2.07Sanchez, Jaime M4.12 Suits, Jerry P. 52.02Sanchez, Rail A7.16, S7.08 Sullivan, Sherry M7.13Sanchez-Saenz, J. Leonardo M7.13, T2.12 Svec, Michael A7.15, M7.13,Santos, R. A7.16, M7.08 T2.12Saunders, Georgianna A7.15 Swift, J. Nathan M2.07, S6.11Scanterbury, Kate A3.02, M2.01 Tallant, David P. M7:13Schafer, Larry E. S6.07 Tamir, Pinchas M4.06, M7.05,Scharmann, Lawrence C. A7.15, M6.02 T2.07Schmidt, Hans-Jurgen A7.16 Tapp, Bryan T2.12Schmidt, Julie A. S4.07 Tashiro, J. Shiro 56.07Schmidt, William S7.17 Taylor, Edwin M4.03Schoneweg, Cristine M6.07 Taylor, Peter C. S. M2.03, M4.06,Schuster, David A7.16 54.04, S6.05Schweitzer, Janet T2.12 Temp lin, Mark M4.07Segal, Gilds S6.11 Tenzin, Chogyal A7.16Settlage Jr., John M7.01, S6.09 Tessier, Barbara T6.02Shamansky, Lisa S6.07 Tirns, Joanne M4.01Shapiro, Bonnie S4.03 Tippins, Deborah M4.10, M2.11,Shaw, Kenneth L. M6.09, S4.12 56.07She, Hsiao-Ching A7.16, M7.01 Tobin, Kenneth G. A7.15, M2.03,Sheperdson, Daniel P. M4.04 M6.09, S2.13,Sherwood, Robert D. M4.02 S4.12, 56.05,Shopper, Marilyn M7.I3 T2.11, T6.08Shore, Linda M4.03 Torner, Javier 56.07Shirley, Robert L. S4.10 Totten, Samuel T2.12

116

153


Treagust, David F. A7.16 Wong, Shueh-Chin M2.10Trowbridge, John E. S6.03 Wood, Teresa 54.05Tuan, Hsiao-Lin S2.13, S7.04 Worth, Karen M4.13Tucker, Gary T2.12 Woszoyna, Carolyn S7.07Tucker, Jane 56.02 Wright, Emmett L. M6.06, 54.06,Ugaz, Dionisio M7.11, T2.08 T3.01Underhill, Kathryn M. M7.13 Wubbels, Theo M6.03Valanides, Nicolaos S4.01, S6.09 Yager, Robert E M7.13Valero, Michel T2.11, T3.08 Yang, Jon-Hsiang S2.13van Tarwijk, Janvan den Berg, Ed

M6.03A7.16, M4.04

Yeany, Russell H. M2.05, 54.13,T2.09

Van Keulen, Hanno M6.05 Yerrick, Randy M2.03Van Sickle, Meta T2.09, T6.06 Yochim, Jerome S6.02Vega, M.E. M2.08, T2.11 Yoong, Suan 86.09Vellin, Drora M7.05 Yore, Larry S5.12Verastegui, Javier M7.11,12.08 Zamora Guevara, Eduardo y M7.09Verdonk, Adri H. M6.05 Zeidan, Faisal A7.16, S7.08Villa lobos, Luis A7.16, 57.08 Zembal, Carla M. M6.10Villavicencio Garayzar, Carlos J. A7.16, S4.08 Ziv, Sara M7.05Vitale, Michael R. A7.15, S6.03 Zoller, Uri T6.02Volkmann, Mark J. M7.12Von Seeker, Clare A7.15Waldrip, Bruce G. M2.03, M7.11Wallace, John W. S2.09, S4.09Wallace, Josephine D. M7.06Wandersee, James H. M7.07, 84.06,

S6.03, T5.02Wang, Jianjun T2.06Wang, Kuo-Hua S2.02Warner, Linda M4.07Watson, Scott B. S7.04Watters, James J. T2.04Wavering, Michael J. M4.04Weamer, Don Kaur M6.06Weber, Suzanne M2.07Weinburgh, Molly H. A7.15Wertheim, Robyn L. 57.04Westbrook, Susan L. M2.04, S6.03White, Arthur L. S2.06, T3.01White, Loren A7.16Whitworth, Joan M7.04Widergren, Pat S6.03Wier, Betty A. M4.03Wiesenmayer, Randall L. M2.10Wiggins, John R. M7.06, M7.13,

T2.09Wildy, Helen S2.09Williamson, Vickie M. M2.04Wilson, Janell D. M6.02Wilson, Julie L. A7.15Wisnudel, Michele M2.02Wong, Angela M6.03

117

160

Strand Index by Session NARST Meeting

Alternative Assessment A7.15, M6.07, M7.03. M7.12, S2.07, S4,07, S5.06, S6.13, T2.07,T3.06

Approaches to Research M2.06, M4.06, M4.13, M7.12, S2.06, S4.04, S5.07, S6.03, S6.06,S7.06, T2.06, T3.07, T5.03

Curriculum A7.15, A7.16, M2.04, M7.04, 54.06, S5.08, S7.01

Gender Equity A7.15, M2.01, M2.13, M4.01, S2.01, S5.05, S6.01, T6.01

Hist/Phil/Epistemology A7.15, A7.16, M6.13, M7.01, S2.05, S4.05, S5.04, S6.05, T2.05

International A7.16, M2.08, M4.08, M6.01, M6.06, M6.08, M7.08, M7.09, M7.11,S2.13, 54.08, S5.02, S6.08, S7.08, T2.08, T2.11, T3.08, T6.07, T6.08

Science Teaching/Learning

Agricultural Sciences M6.03

Biology A7.15, M2.03, M2.10, M4.03, M4.07, M4.12, M7.07, M7.13, S2.03,54.01, 56.04, S6.09, S6.12, S7.07

Chemistry A7.16, M2.03, M4.04, M4.12, M4.12, M6.03, M6.05, M7.13, S4.01,S4.10, T3.02, T3.03, T6.02

Earth Science A7.15, M2.10, M6.09, 52.10

Elementary School A7.15

Environmental A7.15, M4.03, M7.13, S2.10

General A7.15, A7.16, M2.03, M2.11, M2.12, M4.03, M4.04, M4.07, M6.04,M6.06, M6.09, M7.13, S2.03, S2.04, 52.11, S4.01, S4.10, S4.11,S5.12, S6.04, S6.09, S6.11, S6.12, S7.03, S7.07, T2.03, T5.06,T5.07, T5.08

Interdisciplinary A7.15, A7.16, M2.10, M4.03, M6.03, M7.13, S4.10, S6.04, S6.09,S6.11, 56.12, T3.02, T6.06

Nursing Sciences M7.13

Physical Science S7.03

Physics A7.15, A7.16, M2.03, M4.04, M4.07, M7.13, S2.03, S2.10, S6.10,S6.11, S7.07

Special Education M2.03

118

161

March 26-29, 1994 Strand Index. by Session

Teacher Education

Elementary School

Inservice A7.15, A7.16, M2.07, M2.11, M4.11, M7.06, S4.09, 56.07, T2.09,T6.06

Inservice & Preservice A7.15, M2.07, M2.09, S2.09, 16.04

Preservice A7.15, M2.05, M2.09, 52.11, T6.06

General

Inservice S5.09, T2.12

Not Applicable A7.15, M4.10, M4.12

Preservice S4.13, S5.10, T2.12

High School

Inservice A7.15, M2.11, S2.09, S4.03, S4.09, S4.12, T2.12

Inservice & Preservice M6.02, M7.05, T2.12

Preservice M6.10

Middle School

Inservice A7.15, M7.06, 54.03, S4.12

Inservice & Preservice T2.04

Preservice A7.15

University /College

Inservice A7.15, M6.10, M7.05, S7.05

Inservice & Preservice

Preservice

A7.15, T2.09, T2.12

A7.15, M6.02, M6.10, M7.05, S4.03, 54.09, 54.12, S6.07, S7.04,S7.05, T2.04, T2.12

Use of Technology A7.15, A7.16, M2.02, M4.02, M4.05, M7.12, S2.02, S5.03, S6.02,S7.02

119

1 6

Address List of Authors NARST Meeting

Abder, Pamela F.Abegg, GeraldAbell, Sandra K.Abrams, EleanorAcevedo Caicedo, Myriam

Adams, D. DarylAdey, PhilipAdkins, CarolAgard, EgbertAgholor, Rose N.Aikenhead, Glen S.Alexander, ToddAlfaro-Varela, GilbertoAllen, A. WilliamAltschuld, James W.Alvarado, Z. C.Anderson, Charles W.Anderson, Ronald D.Andrade Gamboa, J.J.

Angulo Delgado, FannyAnton, CaesarAntony, MaryArora, Anjana UanjooAsh, Doris B.Atkin, J. MyronAtwater, Mary M.Atwood, Ronald K.Atwood, Virginina A.Audet, Richard H.Avishay, SmadarBabineaux, Barbara S.Backe, Randall K.Bain, CaseyBair, David E.Baird, BillBaird, Hugh J.Baird, William E.Baker, DaleBarba, Robertta H.Barden, Laura M.Barnea, N.Barnett, DeyaniraBarnett, JohnBarragan, Luciano

Barrow, Lloyd H.Bartley, Anthony W.Baumert, JurgenBaxter, Gail P.Belzer, Sharolyn

New York Univ, 218 E Bldg, 239 Greene St, New York, NY, 10003Boston Univ, Sci Ed, Sch of Ed, 605 Comm Ave, Boston, MA, 02215

Purdue Univ, Dept of C&IW, Lafayette, IN, 47907Louisiana State Univ, Peabody Hall, Dept of C&I, Baton Rouge, LA, 70803Universidad Nacional de Colombia, Facultad de Ciencias, Departmento de

Mathematicas y Estadistica, Bogota, ColombiaMankato State Univ, Dept of Biological Sci, P.O.Box 34, Mankato, MN, 56002-8400

Kings College,London Univ,Cornwall House Annex,Waterloo Rd,London,U.K. SE1 RTX

Northern Arizona Univ, Sci and Math Learning Ctr, Box 5697, Flagstaff, AZ, 86011

Universidad de Panama, Apartado 109, Zona 9A, PanamaCurtin Univ, GPO Box U1987, Perth, 6001, Western AustraliaUniv of Saskatchewan, College of Ed, Saskatoon, Canada, S7N OWO

Simon Fraser Univ, do Wolff-Michael Roth, Fac of Ed, Burnaby BC, Canada,V5A 1S6

Universidad Nacional, Apartado 86-3000, Heredia, Costa RicaUniv of Texas, Sci Ed, 7121 Wishing Well Dr, Austin, TX, 78745Ohio State Univ, 1929 Kenny Rd, Columbus, OH, 43210Universidad Nacional Aut6noma de M6xico, Centro de Instrumentos, Mexico

Michigan State Univ, 329 Erickson Hall, E. Lansing, MI, 48824Univ of Colorado, Campus Box 249, Boulder, CO, 80309Univ Nacional de la Plata, Departmento de Quimica, Fac de Ciencias Exactas, 47 y

115, (1900) La Plata, ArgentinaUniv Pedag6gica Nacional, ColumbiaIIT Technion, Haifa, Israel, 32000Univ of MI, 1005 Sch of Ed Bldg, 610 E. Univ Ave, Ann Arbor, MI, 48109-1259

Univ of Nebraska, 118 Henzlik Hall, Lincoln, NE, 68588-0355Univ of California, P.O.Box 318, La Honda, CA, 94020Stanford Univ, Sch of Ed, Stanford, CA, 94305Univ of Georgia, Dept of Sci Ed, 212 Aderhold Hall, Athens, GA, 30602Univ of Kentucky, 112 Taylor Ed Bldg, Lexington, KY, 40506-0017Univ of Kentucky, 113 Taylor Ed Bldg, Lexington, KY, 40506-0017Boston Univ, 610 Commonwealth Ave, Boston, MA, 02215IIT Technion, Dept of Ed in Tech and Sci, Haifa, 32000, IsraelUniv of Texas, Sci Ed Ctr, EDB 340, Austin, TX, 78712Bio Sci Cur Study, 830 N. Tejon St, Suite 405, Colorado Spring, CO, 80903-4720Spartan Village School, East Lansing, MI, 48824Skidmore College, Dept of Ed, Saratoga Springs, NY, 12866Auburn Univ, Dept of C&T, Auburn, AL, 36849-5212Brigham Young Univ, Box 25 MCKB, Provo, Utah, 84602Auburn Univ, 5040 Haley Ctr, Auburn, AL, 36849-5212Arizona State Univ, College of Ed, Tempe, AZ, 85287-1911Univ of New Mexico, B-42 Student Srvs. Bldg, Albuquerque, NM, 87131

Univ of TN, College of Ed,Dept of C&I, 311 Claxton Add., Knoxville,TN, 37996-3400

Israel Inst of Tech, Haifa, 32-000, IsraelUniversidad de Panama, Apartado 109, Zona 9A, PanamaOntario Inst for Studies in Ed, 252 Bloor St, West Toronto, Ontario, Canada, M5S 2E6

Univ Central de Venezuela, Facultad de Ciencias-Escuela de Comutaci6n, Camcas -

VenezuelaUniv of Missouri, 108 Townsend Hall, Columbia, MO, 65211Univ of British Columbia, 2125 Main Mall, Vancouver BC, Canada, V6T 1Z4

Univ of Kiel, IPN Inst for Sci Ed, Olshausenstr 62, D-24098, Kiel, Germany

Univ of Michigan, 610 E Univeristy Ave, 4109 SEB, Ann Arbor, MI, 48109-1259Univ of Michigan, 424 Bryn Mawr Lane, Ypsilanti, MI, 48198

120

163

March 26-29, 1994 Address List of Authors

Ben-Chiam, DavidBenavente, Antonio M.

Bennett, Glen H.Berenson, Sarah B.Berg, Craig A.Berger, CarlBerlin, Donna F.Bethel, Lowell J.Beyerbach, BarbaraBianchini, Julie A.Bitner, Betty L.Black, Kathie M.Blumenfeld, PhyllisBlunck, SusanBobick, Sandra B.Bogan, MargaretBohren, Janet L.Bo Ite, ClausBombaugh, RuthBonnstetter, Ronald J.Boone, William J.Boorman, Joan M.Borko, HildaBowen, Craig W.Boyle, RobertBradsher, Monica P.Brasch, KlausBrearton, Mary AnnBreen, Timothy J.Brickhouse, NancyBritton, EdwardBrody, Michael J.Brown, FletcherBrunkhorst, BonnieBrush, Sabina S.Bueno, Jorge

Bunderson, Eileen D.Burger, NikkiBurgess, LarryBurke, Ed V.Butler, Susan M.Bybee, Rodger,Cabrera C., FranciaCaceres Rojas, Dagoberto

Callison, Priscilla L.Calvert, Renna B.Camargo, Clara Elvira

Campbell, Lois M.

Haifa Univ-Oranim, Sch of Ed Oranim, Dept of Sci Ed, Tivon, 36910, Oranim, IsraelUniv Nacional de San Agustin de Arequipa - Peru, Francisco Valazco 125, Parque

Industrial, Arequipa, PeruColumbia Union College, 7600 Flower Ave, Tukomoe Park, MD, 20912North Carolina State Univ, 315 Poe Hall, Box 7801, Raleigh, NC, 27695Univ of Wisconsin, 339 Enderis Hall, Milwaukee, WI, 53201Univ of Michigan, 1600 Sch of Educ, Ann Arbor, MI, 48109-1259Ohio St Univ, Ntl Ctr for Sci Tchg & Lrng,1929 Kenny Rd,Columbus,OH,43210-1015Univ of Texas, Sci Ed Ctr, Austin, TX, 78712State Univ of New York, Ed Dept, Oswego, NY, 13126Stanford Univ, 207 N Ceras, Stanford, CA, 94305Southwest Missouri State Univ, 901 South National, Springfield, MO, 65804Univ of Victoria, Faculty of Ed-SNSC, P.O. Box 3010, Victoria BC, Canada, V8W 3N4Univ of Michigan, 1323 Sch of Ed, 610 E. Univ, Ann Arbor, Michigan, 48109-1259Univ of Iowa, 769 Van Allen Hall, Iowa City, IA, 52242Community College of Allegheny County, 808 Ridge Ave, Pittsburgh, PA, 15212Jacksonville State Univ, 700 Palmhan Rd, North Jacksonville, AL, 36265Univ of Cincinnati, ML#2, Cincinnati, OH, 45221-0002Univ of Kiel, Inst for Sci Ed, Olshausenstr 62, D-24098, Kiel, GermanyUniv of Michigan, Sch of Ed 3112, Ann Arbor, MI, 48109Univ of Nebraska, 211 Henzlik Hall, Lincoln, NE, 68588Indiana Univ, See Ed, Wright Ed 3068, Bloomington, IN, 47405Buffalo St College, Bacon Hall 321, Buffalo, NY, 14222Univ of Colorado, Campus Box 249, Boulder, CO, 80309-0249Univ of WA, Or for Inst Dev & Res, Parrington 109 DC-07, Seattle, WA, 98195Univ of Michigan, 1360 SEB, Ann Arbor, MI, 48109Ntl Geographic Society, Ed Media Div, Washington, DC, 20036California State Univ, 5500 Univ Parkway, San Bernardino, CA, 92407Project 2061, 1333 H St NW, Washington, DC, 20005Univ of Michigan, 610 E Univ Ave, 1323 SEB, Ann Arbor, MI, 48109-1259Univ of Delaware, 132 D Willard Hall, Ed Development, Newark, DE, 19716-2915Ntl Cu for Improving Sch Educ, #603, 2000 L St NW, Washington, DC, 20036Montana State Univ, 201 Culbertson Hall, Bozeman, MT, 59717Miami Univ, 420 McGuffey Hall, Oxford, OH, 45056California State Univ, 5500 Univ Parkway, San Bernardino, CA, 92407Armstrong State College, 11935 Abercorn St, Savannah, CA, 31419Ministerio de Education y Cultura del Uruguay, Sede COPAE L.A., Burgues 2941

Montevideo, UruguayBrigham Young Univ, 201 J MCKB, Provo, UT, 84602Univ of Victoria, Fac of Ed, Victoria BC, Canada, V8W 3N4Holt High School, 1784 Aurelius Rd., Holt, MI, 48842Queensland Univ of Tech, Queensland, Australia, 4059Rutherford High Sch, 1000 Sch Ave, Panama City, FL, 32401Bio Sci Curriculum Study, 830 N. Tejon, Suite 405, Colorado Springs, CO, 80903Universidad Pedagogica Nacional, Calle 72, 11-86, Bogota, ColumbiaUniversidad Nacional de Colombia, Departmento de Quimica, Facultad de Ciencias,

Bogota, ColombiaUniv of MO, 109 Townsend Hall, South West Bell Sci Ed Ctr, Columbia, MO, 65211Univ of Georgia, 212 Aderhold Hall, Athens, GA, 30602-7126Universidad Nacional de Colombia, Departarnento de Fisica, Facultad de Ciencias,

Bogota, ColumbiaPennsylvania State Univ, C&I, Univ Park, PA, 16802

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Cannon, John R.Carino, M.

Carroll, Pamela S.Carter, GlendaCartledge, FrankCastalio C., Norma C.Castellanos, EstebanCastellanos, EstebanCavallo, Ann M. L.Cennamo, KatherineChagas, Isabel

Univ of Nevada, College of Ed/278, Reno, NV, 59557Univ Nacional de la Plata, Department() de Quimica, Fac de Ciencias Exactas, 47 y

115, (1900) La Flata, ArgentinaFlorida State Univ, 209 MCH, Tallahassee, FL, 32306-3032North Carolina State Univ, CRMSE, Box 7801, Raleigh, NC, 27695Louisiana State Univ, Dept of Chem, Baton Rouge, LA, 70803Universidad Pedagogica Nacional, Calle 72, 11-86, Bogota, ColumbiaUniversidad Cate Ilea del Peril, PerilEnergy Research Laboratories, Canada'Univ of Oklahoma, Ctr for Energy Ed, 510-C Sarkeys Energy Ctr, Norman, OK, 73019

S. Purdue Univ, C&I, West Lafayette, IN, 47907Faculdade Ciencias, Univ de Lisboa, Rua Ernesto de Vasconce los, Ed CI, Campo

Grande, 3 Piso, Lisboa, 1700 PortugalB. St Univ of NY, Dept of Chem, 1400 Washington Ave, ED 119, Albany, NY, 12222

Ntl Changhua Univ of Ed, Sci Ed, Changhua City, Changhua, Taiwan, 500, R.O.C.Angela L..iversidad Nacional de Colombia, Departmento de Biologia, Facultad de Ciencias,

Bogota, ColombiaRiverside Cons Sch, Water St, Riverside, New Brunswick, Canada, EOA 2R0Ntl Taiwan Norm Univ, 88 Sec 4 Ting Chou Rd, Taipei, Taiwan, 11718, R.O.C.Universidad Pedagegica Nacional, Calle 72, 11-86, Bogota, ColumbiaBrigham Young Univ, 1005 SWKT, Provo, UT, 84602Arizona State Univ, PO Box 37100, Phoenix, AZ, 85069-7100East Carolina Univ, Sch of Ed, Greenville, NC, 27858Univ of Northern Colorado, Educational Psychology, Greeley, CO, 80639Texas A & M Univ, Physics Dept, College Station, TX, 77843-4225Ntl Res Council, 2101 Constitution Ave NW, Harris Bldg #486,Washington,DC, 20418Bayside Middle Sch, 1101 Newton Place, Brentwood Bay BC, Canada, VOS 1A0Michigan State Univ, East Lansing, MI, 48823Univ of North Dakota, Sec Ed, Box 7189, Grand Forks, ND, 58202Holmes Middle Sch, Flint, MI, 48504Univ of Georgia, Math Ed, Athens, GA, 30602Univ of Michigan, Dept of Chem, Ann Arbor, MI, 48109-1055Univ of Tech, Kuring-gai Campus, P.O. Box 222, NSW, Sydney, 2070, AustraliaUniv of Southern Mississippi, Southern Sta Box 5087, Hattiesburg, MS, 39406Univ Nacional Autonoma, Civdad Universitaria, A.P. 70 186, C.P. 04510,Mexico D.F.Univ of Texas, Sci Ed Ctr, EDB 340, Austin, TX, 78712Univ of Georgia, 212 Aderhold Hall, Athens, GA, 30602Baylor College of Medicine, 1709 Dryden Suite 519, Houston, TX, 77030California State Univ, 5500 Univ Parkway, San 13ernardino, CA, 92407Univ Aut6noma del Estado de Morelos, MexicoCornell Univ, 110 Kennedy Hall, Ithaca, NY, 14853Univ of Toledo, College of Ed, 2801 W. Bancroft St, Toledo, OH, 43606Kansas St Univ, Ctr for Sci Ed, Bluemont Hali, Manhattan, KS, 66506Penn State Univ, 160 Chambers Bldg, Univ Park, PA, 16802Univ of Colorado, Campus Box 249, Boulder, CO, 80309Louisiana State Univ, EDCl/CSML, Baton Rouge, LA, 70803Florida State Univ, Sci Ed, 203 MCH, Tallahassee, FL, 32306-3032Universidad de Panama, PanamaUniversidad de Panama, Apartado 1439 Zona 9A, PanamaUniv Autonoma de Baja Cal. Sur, Km. 5.5 Carretera al Sur, La paz B.C.S., Mexico3 Piso 4 Apto 4F, Cumana, Estado Sucre, VenezuelaUniversidad Nacional Autonoma de Mexico, Mexico

Champagne, AudreyChang, Huey-PorChaparro de Barrera,

Chase, DawneChiu, Mei-HungChona, GuillermoClay, SamuelCobern, William W.Coble, CharlesCochran, KathrynCole, David M.Collins, AngeloCollis-ter, ColinComeau, MelCook, Perry A.Cooke, AmyCooney, ThomasCoppola, Brian P.Cosgrove, MarkCotten, CatherineCovarrubias, M. H.Crawley, Frank ECrockett, DeniseCrow, Linda W.Crowell, SamCuevas A., CeciliaCunningham, ChristineCzerniak, Charlene M.Daisey, PeggyDana, Thomas M.Davis, KathleenDavis, KathyDavis, Nancy T.de Isaacs, Lydiade Castillo, GuadalupeDe Luna de la Pena,RafaelDe Astudillo, Luisa Rojasdel Prado Rosas, Gomez

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Demastes, Sherry S. Louisiana State Univ, 1557 Parker St, Baton Rouge, LA, 70808Deng, Zongyi Michigan State Univ, 116 Erickson Hall, East Lansing, MI, 48824Denning, Rebecca Ohio St Univ, 210 Baker Sys, 1971 Neil Ave, Columbus, OH, 43210Nascimento, Nilo de Oliveira Univ Fedl de Minas, Gerais Brasil (Ctr d'Enseignement et Recherche pour la Gestion)Nascimento, Nilo de Oliveira La Courtine, 93197 - Noisy-le-Grand Cedex, Francia, Brasil

Univ of Georgia, 212 Aderhold Hall, Athens, GA, 30602-7126GA Southwestern College,Col of Ed,Ed Ctr,800 Wheatley St,Americus,GA,31709-4520Rollins College, Dept of Ed, 1000 Holt Ave, Winter Park, FL, 32789-4499California State Univ, 5500 Univ Parkway, San Bernardino, CA, 92407Sede COPAE L.A., Burgues 2941, Montevideo, UruguayRadford Univ, 668 Auburn Ave Apt L, Radford, VA, 24141Lesley College, 28 Linden Square, Wellesley, MA, 02181Florida State Univ, 209 Milton Carothers Hall, Tallahassee, FL, 32306-3032Univ Nacional de la Plata, Departmento de Quimica, Fan de Ciencias Exactas, 47 y

115, (1900) La Plata, ArgentinaOhio St Univ, Ntl Ctr for Sci Tchg & Lrng, 1929 Kenny Rd, Columbus, OH, 43210Univ of Buffalo, 593 Baldy Hall, Buffalo, NY, 14260Technion, Israel Inst of Tech, Dept of Ed in Tech and Sci, Haifa, 32000, IsraelAustralian Catholic Univ, PO Box 247, Everton Park, Queensland, 4053, AustraliaUniv of Georgia, 212 Aderhold Hall, Athens, GA, 30602Univ of Kiel, Olshausen St 62, D-24098, Kiel, GermanyUniv of Pittsburgh, Dept of inst & Learning, Pittsburgh, PA, 15260Spartan Village School, East Lansing, MI, 48824Univ of Illinois, 32E Ed Bldg, 1310 South Sirth, Champaign, IL, 61820Northern Arizona Univ, Sci & Math Learning Ctr, Box 5697, Flagstaff, AZ, 86011Technion-Israel Inst of Tech, Haifa, 32000, IsraelCA St Univ, Div of C&I, 5151 State Univ Dr, Los Angeles, CA, 90032-8142Univ of Michigan, 610 E Univ Ave, 1406 SEB, Ann Arbor, MI, 48109-1259Univ of Georgia, Sci Ed, Athens, GA, 30602Bio Sci Curr Study, 830 North Tejon St, Suite 405, Colorado Springs, CO, 80903Univ of Wisconsin, P.O.Box 413, 261 Enderis Hall, Milwaukee, WI, 53201Universidad Nacional de Colombia, ColombiaBoston Univ, Polymer Ctr Ed Projects, 590 Commonwealth Ave, Boston, MA, 02215Wake Forest Univ, do IPN Kiel, OLshausenstr 62, D-24098, Kiel, GermanyBell Junior High School, 620 Briarwood Rd, San Diego, CA, 92139Project 2061, Math & Sci Resource Ctr, 3045 Santiago St, San Francisco, CA, 94116Univ of Victoria, Box 3010, Victoria BC, Canada, V8W 3N4Ministry of Ed, P.O. Box 6000, Fredericton NB, Canada, E3B 5H1Ntl Changhua Univ, Grad Inst of Sci Ed, Changhua, Taiwan, 500, R.O.C.Michigan State Univ, 301 Erickson Hall, East Lansing, MI, 48824Univ of Michigan, 610 E University, 1323 SEB, Ann Arbor, MI, 48109Univ of Minnesota, 370 Peik Hall, 159 Pillsbury Dr SE, Minneapolis, MN, 55455Univ of Texas, Sci Ed Ctr, EDB 340, Austin, TX, 78712Western Illinois Univ, 58 Horrabin Hall, Macomb, IL, 61455Freie Univ, Zentralinstitut fur Fachdidaktiken, Habelschwerdter Al lee

45 kerlin, 14195, Berlin, GermanyUniv of Northern Colorado, CRTL, Greeley, CO, 80639Curtin Univ, GPO Box U 1987, Perth, 6001, Western AustraliaSan Diego State Univ, 6475 Alvarado Rd, San Diego, CA, 92120Illinois State Univ, CIL Normal, IL, 61790-5960The Univ of Georgia, 212 Aderhold Hall, Athens, GA, 30602-7126Washington State Univ Tri-Cities, 100 Sprout Rd, Richland, WA, 99352

Deru, DavidDesouza, Shireen J. M.DeTure, Linda R.Diaz, EstebanDiaz, NellyDickman, CarolynDiGisi, Lori LymanDoherty, Cindy L.Donati, Edgardo R.

Donmoyer, RobertDoran, Rodney L.Don, Yehudit J.Dorman, J.Doster, Elizabeth C.Duit, ReindersDuschl, RichardDye, Thom

Easley, JackEbert-May, DianeEckstein, Shulamith GraysEichinger, JohnElder, AnastasiaElliott, TornEllis, James D.Enochs, LarryEnrique, JorgeErickson, Melissa J.Evans, Robert H.Ezell, DanineFarges, BerhardFarragher, PierceFerguson, NicoleFerng, Song-LinFetters, Marcia K.Finkel, Elizabeth A.Finley, FredFinley, Sandra J.Finson, KevinFisch ler, Helmut

D.

Fisher, CharlesFisher, Darrell L.Fisher, Kathleen M.Fisher, RobertFlage, Lynda R.Flick, Lawrence B.

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Flores Camacho, FernandoFoley, Jean AnnFoster, Christian J.Foster, Christian J.Foster, GeraldFowler, Thaddeus W.Fradd, Sandra H.Fraser, Barry J.Fraser-Abder, PamelaFreitag, Patricia K.French, DeeFrese, JackieFroehlich, Calvin 0.Fu, Hwa-WenFulton, Deborah C.Gabel, DorothyCalagovsky, LydiaGallagher, James J.Gallard-Martiniz, AlejandroGallegos, C. L.Gaskell, P. JamesGebhur, BarbGee, Carrie J.Geiser, HelmutGerber, Brian L.Cess- Newsome, JulieGibson, NicoleGiddings, Geoffrey J.Gilmer, Penny J.Cinns, Ian S.Giuliano, Frank J.Glaser, RobertGlynn, Shawn M.Codoy, Eduardo ZalameaGoedhart, MartinGoldberg, FredGood, RonaldGooding, C. ThomasGraber, AlisonGreene, KathleenGregory, EileenGreig, JeffreyGroves, Fred H.Grubbs, Ardra M.Grynkewich, LindaGuy, Mark D.Habib, GaryHairston, Rosanna V.Haley-Oliphant, AnnHarding, Ethelynda E.Harding, SandraHarkness, William L.

Univ Nacional Autonoma, Civdad Universitaria, A.P. 70 186, C.P. 04510,Mexico D.F.

Univ of Tulsa, Dept of Ed, 600 S. College, Tulsa, OK, 74104Pennsylvania State Univ, 428 Classroom Building, University Park, PA, 16802-2112

144B Cola Dr, McLean, VA, 22101De Paul Univ, Sch of Ed, Schmitt Acad Ctr, 2323 Seminary Ave, Chicago, IL, 60614

Univ of Cincinnati, College of Ed, Cincinnati, OH, 45221-0002Univ of Miami, Sch of Ed, P.O.Box 248065, Coral Gables, FL, 33124Curtin Univ, Sci & Math Ed Centre, GPO Box U1987, Perth, 6001, Western Australia

NY Univ, 239 Greene St, East Bldg 2nd Flr, New York, NY, 10003Univ of Wisconsin, 1025 W. Johnson St, Madison, WI, 53706Univ of Georgia, 212 Aderhold Hall, Athens, GA, 30602Spartan Village School, East Lansing, MI, 48824Willmar High School, 824 SW 7th St, Willmar, MN, 56201Duke Univ, Durham, NC, 27706Ohio State Univ, NCSTL, Columbus, OH, 43210Indiana Univ, Wright Ed 3070, Bloomington, IN, 47405Universidad de Buenos Aires, ArgentinaMichigan State Univ, 327 Erickson Hall, East Lansing, MI, 48824

J.Florida State Univ203 MCH Sci Ed, Tallahassee, FL, 32306Univ Nacional Autonomade Mexico, Centro de Instrumentos, MexicoUniv of British Columbia, Fac of Ed, 2125 Main Mall, Vancouver BC,Canada,V6T 1Z4

Riverside Consolidated School, Water St, Riverside NB, Canada, EOA 2R0

Indiana Univ, Wright Ed Bldg, Ed 3008 B, Bloomington, IN, 47405-1006Univ of Kiel, Inst for Sci Ed (IPN), Olshausenstr 62, D-24098, Kiel, Germany

Univ of Oklahoma, Ctr for Energy Ed, 510-C Sarkeys Engy Ctr, Norman, OK, 73019

Univ of Utah, Dept of Ed St, #307 Milton Bennion Hall, Salt Lake City, UT, 84112

Univ of Georgia, 325 Aderhold, Athens, GA, 30602Curtin Univ, PO Box U1987, Perth, 6001, Western AustraliaFlorida State Univ, Dept of Chem, 216 DLC, Tallahassee, FL, 32306-3006Queensland Univ of Tech, Locked Bag No 2, Red Hill, 4059, AustraliaSyracuse Univ, Dept of Sci Tchg, 101 Heroy Geology Bldg, Syracuse, NY, 13244

Univ of Pittsburgh, LRDC, 3939 O'Hara St, Pittsburgh, PA, 15260Univ of Georgia, 325 Aderhold, Athens, GA, 30602Universidad Nacional de Colombia, ColombiaUniv Of Amsterdam, I.L.O. Herengracht 256, 1016 BV Amsterdam, Netherlands

San Diego State Univ, San Diego, CA, 92182-0315Louisiana State Univ, Peabody Hall, Dept of C&I, Baton Rouge, LA, 70808State Univ of New York, Dean of Graduate Studies, Oswego, NY, 13126Northern Arizona Univ, Ctr for Excellence in Ed, Box 5774, Flagstaff, AZ, 86001

Beloit College, 700 College St, Beloit, WI, 53511Rollins College, Dept of Bio, Winter Park, FL, 32789Connecticut State, Dept of Ed, Box 2219, Hartford, CT, 06145Northeast Louisiana Univ, Dept of C &l, Monroe, LA, 71209California State Univ, 1250 Bellflower Blvd, Long Beach, CA, 90840Univ of Georgia, Sci Ed, Athens, GA, 30602Univ of North Dakota, Ctr for Tchg & Lrng, Box 7189, Grand Forks, ND, 58202-7189Florida State Univ, 203 Carothers Hall, Tallahassee, FL, 32306Univ of Southern Mississippi, Southern Sta Box 5087, Hattiesburg, MS, 39406Miami Univ, 420 McGuffey Hall, Oxford, OH, 45056California State Univ, Dept of Bio, 2555 E San Ramon, Fresno, CA, 93640-0073Univ of Delaware, Dept of Philosophy, Newark, DE,19716Penn State Univ, 318 New Classroom Bldg, University Park, PA, 16802

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Hart, Laurie E.Harwood, William S.Hayes, Michael T.Heath, PhillipHein, TeresaHelgeson, Stanley L.Henderson, David G.Henderson, Nannette SmithHenderson, SandraHendren, LainHennessey, M. GertrudeHeredia R., RobertoHernandez, C. H.Hernandez, JorgeHernandez, T. D.Herrera, DanielHewson, Peter W.Hickman, PaulHildebrand, GaellHi llen, Judith A.Hoar, DorothyHodas, StevenHolstein, AviHolland, David J.Holland, MarkHolliday, William G.Ho llon, Robert E.Holthuis, Nicole C.Horton, AliceHsiung, Chao-TiHsiung, Tung-HsingHuang, WanchuHudson, Sharon P.Huertas Campos, Crescendo

Univ of Georgia, Elem Ed, Athens, GA, 30602Univ of Maryland, Chem Dept, College Park, MD, 20742Univ of Utah, Dept of Ed Studies, 307 MBH, Salt Lake City, Utah, 84112Ohio State Univ, NCSTL-Lima, Columbus, Ohio, 43210South Dakota St Univ, Box 2219 - Phy Dept, Crothers Eng Hall, Brookings,SD, 57007Ohio State UnivNCSTL, Columbus, OH, 43210Launceston College, Paterson St, Tasmania, 7250. AustraliaNorth Carolina St Univ, 315 Poe Hall, Campus Box 7801, Raleigh, NC, 27695Oregon State Univ, 182 W. Elm, Louisville, CO, 80027Florida State Univ, Dept of C&I, 209 MCH, Tallahassee, FL, 32306-3032St Ann School, Sci Dept, 324 N Harrison St, Stoughton, WI, 53590Univ of California-Santa Cruz, 413 Kerr Hall, Santa Cruz, CA, 95064Universidad Autonoma de Baja California Sur, MexicoUniversidad de Panama, PanamaUniv Nacional Autonoma de Mexico, MexicoUniversidad Pedagegica Nacional, Calle 72, 11-86, Bogota, ColumbiaUniv of Wisconsin, 1025 W. Johnson St, Madison, WI, 53706Belmont High School, 221 Concord Ave, Belmont, MA, 02178Univ of Melbourne, Inst of Ed, Parkville Vic, 3052, AustraliaFresno Pacific College, AIMS Ed Found., P.O. Box 8120, Fresno, CA, 43210-1015Alma Consolidated School, Alma NB, Canada, EOA 2R0Univ of Washington, Sch of Ed, Seattle, WA, 98195The Weizmann Inst of Sci, Dept of Sci Teaching, Rehovat, 76-100, IsraelAuburn High School, 868 Oxford Dr, Chatham, IL, 62629Dept of Ed, Sci Consultant, P.O. Box 6000, Fredericton NB, Canada, E3B 6E3Univ of Maryland, Dept of C&I, Benjamin Bldg, College Park, MD, 20742Univ of Wisconsin, 1025 W. Johnson, Madison, WI, 53706Stanford Univ, 207 N. Ceras, Stanford, CA, 94305Univ of Northern Colorado, Educational Psychology, Greeley, CO, 80639Ntl Taipei Teachers College, 134 Sec, 2 Ho-Ping E Rd, Taipei, Taiwan, 106, R.O.C.Univ of Georgia, 212 Aderhold Hall, Athens, GA, 30602Taipei Municipal Teachrs Col,F4 No 25,Ln 65 Lohyeh St,Taipei,Taiwan,10674,R.O.C.Lincoln Public Schools, 3701 Stockwell Circle, Lincoln, NE, 68506

Ciencias, Departmento de Mathematicas y

Hug, J. WilliamHuinker, De AnneHurst, RoyHussein, MwantumuHwang, Bao-tyanHykle, Jacqueline A.'ding, MarieIdiris, SuleimanIng-Shyan ChernJackson, DavidJacobs, Mary EJarvis, TinaJasalavich, SheilaJegede, Olughemiro .1.Jensen, MurrayJerezano, S. M. EJesunathadas, Joseph

Univ Nacional de Colombia, Facultad deEstadistica, Bogota, Colombia

Penn State Univ, C&I, Univ Park, PA, 16802Univ of Wisconsin, P.O. Box 413, Enderis Hall, Milwaukee, WI, 53201Univ of Southern Mississippi, Southern Sta Box 5087, Hattiesburg, MS, 39406-5087Univ of New Brunswick, Bag Service #45333, Fredericton NB, Canada, E3B 6E3Ntl Taiwan Normal Univ, #88, Sec 5. Roosevelt Rd, Taipei, Taiwan, 11718, R.O.C.Univ of Cincinnati, 607 Teachers College, Cincinnati, OH, 45221-0002Univ of Hawaii, College of Ed, 1776 Univ Ave, Honolulu, HI, 96822Curtin Univ of Tech,Sci & Math Ed Ctr,GPO Box U1987,Perth,6001,Western AustraliaNtl Taiwan Normal Univ,Grad Inst of Sci Ed,Sec 4 Ting Chou Rd,Taipei,11718,TaiwanUniv of Georgia, Sci Ed, Athens, GA, 30602-7126Louisiana State Univ, C&I, Baton Rouge, LA, 70803Univ of Leicester, Sch of Ed, 21 Univ Rd, Leicester, United Kingdom, LEI 7RFUniv of Maryland, Sci Tchg Ctr, 2226 Benjamin Bldg, College Park, MD, 20742Univ of Southern Queensland, Distance Ed Ctr, Toowoomba, Australia, QLD 4350Univ of Minnesota, 128 Pleasant St, SE 220 Appleby Hall, Minneapolis, MN, 55455Univ Autonoma de Mexico, Centro de Instrumentos, MexicoCalifornia State Univ, 5500 Univ Parkway, San Bernardino, CA, 92407

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Jones, Margaret GailJose M.L., Zamora C.Jose Mufioz CastilloJuarez, ManuelJungwirth, EhudKahle, Jane ButlerKali, YaelKamen, MichaelKarunaratne, SunethraKass, HeidiKatu, NggandiKean, ElizabethKeig, Patricia F.Keller, Jill L.Kelly, Christine MarieKelly, Gregory J.Kenealy, PatrickKepert, MaryKesidou, SofiaKey, M.Keys, Carolyn W.Mapper, Michael H.Koballa Jr., Thomas R.Koeller, OlafKollar, GwenKozhevnikov, MarioKrajcik, JosephKumar, David D.Kurth, LoriKurtz, David C.Kyle, BillLagowski, J. J.Lai, Piu-KwongLane, Carol L.Lantz, DorcasLara, Cesar AugustoLassite:, IsaacLavoie, DerrickLaw, MichaelLazarowitz, ReuvenLeach, JeanLeary, Rosemary F.Lederman, Norman G.Lee, Tien-YingLee, Julia A.Lee, OkheeLee, Ping-HsingLemke, JayLeonard, DouglasLesman, TehilaLinchevski, LioraLinn, Marcia

Univ of North Carolina, CB#3500, Chapel Hill, NC, 27599-3500Universidad Nacional Aut6noma de Costa Rica, Costa RicaUniv Nacional de Colombia, ColombiaCENDIT, MexicoHebrew Univ of Jerusalem, Fac of Ag, Div of Ed St, POB 12, Rehovot, 76-100, IsraelMiami Univ, 420 McGuffey Hall, Oxford, OH, 45056Weizmann Inst of Sci, Dept of Sci Tchg, Rehovot, 76-100, IsraelAuburn Univ, 5040 Haley Ctr, AL, 36849Michigan St Univ, 1401 G Spartan Village, East Lansing, MI, 48823Univ of Alberta, Alberta, Canada, T6G 2E2Universitas Kristen Satya, Wacana, Salatiga, 50711, IndonesiaUniv of Nebraska, 118 Henzlik Hall, Lincoln, NE, 68588-0355CA State Univ, Dept of Elem and Bilingual Ed, Fullerton, CA, 92631Univ of Arizona, 2613 W Calle Paraiso, Tucson, AZ, 85745Univ of Maryland, 2311 Benjamin Bldg, College Park, MD, 20742-1175Cornell Univ, Dept of Ed, Kennedy Hall, Ithaca, NY, 14853California State Univ, Physics Dept, Long Beach, CA, 90840-3901Curtin Univ, GPO Box U 1987, Perth, 6001, Western AustraliaAm Assoc for the Adv Sci, Proj 2061, 1333 H St NW, Washington, DC, 20005-4792California State Univ, Dept of Bio, Fresno, CA, 93640-0073Georgia State Univ, MSEIT Dept, Univ Plaza, Atlanta, GA, 30303-3083Ohio St Univ, Ntl Ctr for Sci Tchg & Lrng,1929 Kenny Rd,Columbus,OH,43210Univ of Georgia, 212 Aderhold Hall, Athens, CA, 30602-7126Univ of Kiel, Inst for Sci Ed, Olshausenstr 62, D-24098, Kiel, Germany29 Clark St, Warren, PA, 16365Technion-Israel Inst of Tech, Haifa, 32000, IsraelUniv of Michigan, 1323 SEB, 610 E. University, Ann Arbor, MI, 48109-1259Florida Atlantic Univ, College of Ed Bldg 38C, Davie, FL, 33314Michigan State Univ, 329 Erickson Hall, East Lansing, MI, 48824Rollins College, Dept of Math, Winter Park, FL, 32789Purdue Univ, 1442 Eng Admin Bldg, West Lafayette, IN, 47907Univ of Texas, Dept of Chem and Biochemistry, Austin, TX, 78712Queensland Univ of Tech, Queensland, 4059, AustraliaUniv of Georgia, Aderhold Rm 212, Athens, GA, 30602Otto Middle School, Lansing, MI, 48910Universidad Pedag6gica Nacional, Calle 72, 11-86, Bogota, ColumbiaHanover College, P.O.Box 108, Hanover, IN, 47243Montana State Univ, Dept of Ed, Reid Hall Rm 213, Bozeman, MT, 59717Univ of Georgia, Inst Tech, Aderhold, Athens, GA, 30602IIT Technion, Dept of Ed in Tech and Sci, Haifa, 32-000, IsraelWest Park Place Elementary School, 193 W Park Place, Newark, DE, 19711Mesa Community College, 3728 E Ahwatukee Dr, Phoenix, AZ, 85044Oregon State Univ, Sci and Math Ed, Weniger Hall 251, Corvallis, OR, 97331Ntl Taiwan Normal Univ, #88, Section 4, Din-Chou Rd, Taipei, Taiwan,11718, R.O.C.California State Univ, 1250 Bellflower Blvd, Long Beach, CA, 90840Univ of Miami, Sch of Ed, P.O.Box 248065, Coral Gables, FL, 33124Ntl Taipei Teachers College, Taipei, Taiwan, R.O.C.City Univ of New York, Brooklyn College of Ed, New York, NY, 11210Burdale Junior High School, Toledo, Ohio, 43606Technion-Israel Inst of Tech, Haifa, 32-000, IsraelHebrew Univ, Sch of Ed, Mount Scoups, Jerusalem, 91-035, IsraelUniv of California, Graduate Sch of Ed, 4611 Tolman Fla 11, Berkeley, CA, 94720

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Liske, Robert L.Liu, Chin-TangLiu, Yuan-shengLomask, Michael ShemeshLonning, Robert A.Lord, Thomas R.Louden, WilliamLoving, Cathleen C.Lucas, Keith B.Lumpe, Andrew T.Lunetta, Vincent NLyons, Lymon L.Madrigal, RocioMagnusson, ShirleyMahliot, KarenMalanchuk, OksanaMaley, LeonieMalone, Mark R.Mangold, PeterMaor, DoritMarek, Edmund A.Marinez, Diana 1.Marshall, JamesMarshall, Robin H.Martin, Mary Ann Varanka,Martire, Daniel 0.

Marx, NancyMason, Cheryl L.Mason, DianaMastrilli, Thomas M.Mata-Toledo, Ramon A.Mattheis, Floyd E.Matthews, Michael R.Mattson, Susan A.McAleer, Nancy M.McComas, William F.McConney, Amanda W.McConney, AndrewMcCormack, Alan J.McCurdy, Donald W.McDonald, Robert B.McFadden, C.McGee-Brown, Mary JoMcGinnis, J. RandyMcMahon, Maureen M.Mc Robbie, Campbell J.Meadows, LeeMedellin de Suarez, NellyMelchert, Sandra AnnMetz, Kathleen EMigon, Susan A.

Michigan State Univ, 2822 Canarsie Dr, Lansing, Ml, 48910Univ of Iowa, 775 Van Allen Hall, Sci Ed Ctr, Iowa City, IA, 52242NTNU, Dept of Chem, Taipei, Taiwan, 11718, R.O.C.Connecticut State Dept of Ed, Box 2219, Hartford, CT, 06145Univ of Connecticut, 249 Glenbrcok Rd, Storrs, CT, 06269Indiana Univ of Pennsylvania, Weyandt Hall, Dept of Bio, Indiana, PA, 15705Edith Cowen Univ, Church lands, 6018, Western AustraliaTexas A&M Univ, Dept of EDCI, College Station, TX, 77843Queensland Univ of Tech, Locked Bag 2, Red Hill, Queensland, 4059, AustraliaUniv of Toledo, College of Ed, 2801 W Bancroft St, Toledo, OH, 43606Penn State Univ, 166 Chambers, University Park, PA, 16802Univ of Wisconsin, 1025 W. Johnson, Madison, WI, 53706Universidad Nacional, Costa RicaUniv of Michigan, 610 E Univ Ave, 1323 SEB, Ann Arbor, MI, 48109-1259Univ of Michigan, Sch of Ed 1228, Ann Arbor, MI, 48109Ctr for Research on Learning and Tchg, Ann Arbor, MI, 48109Curtin Univ, GPO Box U1987, Perth, 6001, Western AustraliaUniv of Colorado, P.O. Box 7150, Sch of Ed, Colorado Springs, CO, 80933-7150Northeast Louisiana Univ, Cloynbe, Ontario, Canada, KOH IKOCurtin Univ of Tech, GPO Box U1987, Perth, 6001, Western AustraliaUniv of Oklahoma, Ctr for Energy Ed, 510-C Sarkeys Engy Ctr, Norman, OK, 73019Michigan State Univ, 108 Chem Bldg, East Lansing, MI, 48823CA State Univ, Dept of Cur, Teaching & Ed Tech, Fresno, CA, 93740Florida State Univ, 209 Milton Carothers Hall, Tallahassee, FL, 32306Univ of Colorado, Estes Park High School, P.O.Box 1140, Estes Park, CO, 80517Univ Nacional de la Plata, Departmento de Quimica, Fac de Ciencias Exactas, 47 y

115, (1900) La Plata, ArgentinaUniv of Michigan, Sch of Ed, Ann Arbor, MI, 48109San Diego St Univ, Ctr Res in Math & Sci Ed,6475 Alcarado Rd,San Diego,CA,92119Univ of Texas, EDB 340, Austin, TX, 78712Univ of Pittsburgh, Dept Inst & Lmg, 4B14 Forbes Quadrangle, Pittsburgh,PA, 15213James Madison Univ, Harrisonburg, VA, 22807East Carolina Univ, Sch of Ed, 221 Erwin Hall, Greenville, NC, 27858Univ of New South Wales, Sch of Ed Studies, Kensington NSW, AustraliaFlorida State Univ, 203 MCH, Tallahassee, FL, 32306-3032Rollins College, Dept of Ed, Winter Park, FL, 32789Univ of Southern CA, Sch of Ed - WPH 1001E, Los Angeles, CA, 90089-0031Western Michigan Univ, 241 Moore Hall Dept of Sci Studies, Kalamazoo, MI, 49006Western Michigan Univ, Sangren Hall, Kalamazoo, MI, 49006San Diego St U,Ctr Res in Math&Sci Ed 9280-A,Lk Murray Blvd,San Diego,CA,92119Univ of Nebraska, 211 Henzlik Hall, Lincoln, NE, 68588-0355California State Univ, 1250 Bellflower Blvd, Long Beach, CA, 90840-4501Univ of New Brunswick, Faculty of Ed, Fredericton NB, Canada, E3B 6E3Univ of Georgia, Aderhold Hall 325, Ed Psych, Athens, GA, 30602-7143Univ of MD, Dept of C&I, College of Ed, 2311 Benjamin, College Park, MD, 20742Univ of Maryland, Sci Tchg Ctr, Benjamin Bldg, College Park, MD, 20742Queensland Univ of Tech, Queensland, Red Hill, 4059, AustraliaUniv of Alabama, Ed Bldg, 232 UAB Sta, 901 13th St South, Birmingham, AL, 35294Universidad Pedag6gica Nacional, ColombiaUniv of South Dakota, 219 F Delzell Ed Ctr, Vermillion, SD, 57069Univ of California, Riverside, CA, 92521St. Charles School, 200 W. High Terrace, Syracuse, NY, 13219

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Milkent, Marlene M.Mitchell, Judy N.Mitchell, RichardMoje, ElizabethMonett, KerryMoncayo, Guido A.Moorman, KayMora Penagos, WilliamMoscovici, HedyMueske, ShawnMulder, Theo M.Munoz, Castillo, Jose

Murfin, BrianMushashu, Bemadeta KNaidoo, PremNaizer, Gilbert L.

Univ of Southern Mississippi, USM SS Box 5087, Hattiesburg, MS, 39406-5087

Univ of Arizona, Tucson, AZ, 85745Purdue Univ, West Lafayette, IN, 47907Purdue Univ, Dept of C&I, 1442 LAEB, West Lafayette, IN, 47905-1442

Curtin Univ, GPO Box U1987, Perth, 6001, Western AustraliaUniv Pedagegica Nacional, Calle 72, 11-86, Bogota, Columbia

Kansas State Univ, 236 Bluemont Hall, Manhattan, KS, 66506Manuel Univ Pedagegica Nacional, Calle 72, 11-86, Bogota, Columbia

Florida State Univ, Dept of C&I, Sci Ed, 203 MCH, Tallahassee, FL, 32306-3032Willmar Community College, 1205 24th St, NW Manor 4 #304, Willmar, MN, 56201

Oude Straat 8, 5311 AB Gameren, The NetherlandsUniversidad Nacional de Colombia, Departmento de Quimica, Facultad de Ciencias,

Bogota, ColombiaQueens College, Po Adermaker Hall 194, 65-30 Kissena Blvd, Flushing, NY, 11367

Univ of New Brunswick, Bag Service #45333, Fredericton NB, Canada, E3B 6E3

Univ of Durban-Westville, Fac of Ed, Priv Bag X54001, Durban, 4000, South Africa

Ohio State Univ, 1179 Univ Dr, Newark, OH, 43055

Nakhleh, Mary B. Purdue Univ, Dept of Chem, 1939 Brown Bldg, West Lafayette, IN, 47907-1393

Nascimento, Nilo de Oliveira Univ Federal de Minas Gerais, Av. Contorno, 842Belo Horizonte, MG, 30160

Nason, Patricia GathmanNenze, AnisiaNesbit, CatherineNewman, WilliamNewsome., Julie GessNiaz, MansoorNichols, Kim B.Nichols, M. SusanNichols, SharonNiedderer, HansNiederhauser, DaleNorman, ObedNorman, KatherineOdom, A. LouisOkebukola, Peter A. 0.Oliver, J. StephenOliver, JennyOlsen, Timothy P.Oren, ElaineOrion, Nir

Texas A&M Univ, Teacher Ed, College of Ed, College Station, TX, 77843-4232

Univ of New Brunswick, Bag Service #45333, Fredericton NB, Canada, E3B 6E3

Univ of North Carolina, Math & Sci Ed Ctr, 305 Kennedy, Charlotte, NC, 28223

BBN Labs Inc, 33 Moulton St, Cambridge, MA, 02238Univ of Utah, 307 Milton Bennion Hill, Salt Lake City, UT, 84112

Univ de Oriente, Apt Postal 90, Cumana Estado Sucre, 6101A, Venezuela

Univ of Georgia, Aderhold Hall, Athens, GA, 30602-7121Louisiana St Univ, c/o J. Wandersee,Dept of C&I,Peabody Hall,Baton Rouge,LA,70803

Florida State Univ, Sci Ed, 203 MCH, Tallahassee, FL, 32306Univ of Bremen, Inst for Physics Ed, P.O. Box 30 04 40, D-28334, Bremen, Germany

Univ of Utah, 307 MBH , Salt Lake City, Utah, 84112Univ of Georgia, 212 Aderhold Hall, Athens, GA, 30602-7126Univ of Texas, Sch of Ed, 80 Fort Brown, Brownsville, TX, 78520Univ of Missouri, 317 Sch of Ed, Kansas City, MO, 64110-2499Lagos State Univ, Faculty of Ed, PMB 1087, Apapa, Lagst, Nigeria

Univ of Georgia, 212 Aderhold Hall, Athens, GA, 30602Kansas State Univ, 140 Doe Run, GA, 30605Univ of WI-Madison, Ctr for Ed Res, 1025 W. Johnson St. Madison, WI, 53706

Michigan State Univ, College of Ed, 116 Erickson Hall, East Lansing, MI, 48842

Weizmann Inst of Sci, Dept of Sci Tchg, Rehovot, 76-100, IsraelOrozco de Amezquita, Martha Univ Nacional de Colombia, Departmento de Biologia, Facultad de Ciencias,

Bogota, Colombia

Osuji, Ngozi Univ of Nigeria, Faculty of Ed, Nsukka, Nigeria

Padilla, Michael J. Univ of Georgia, Sci Ed Dept, Athens, GA, 30602-7126Palincsar, Annemarie S. Univ of MI, 1360 F Sch of Ed Bldg, 610 E University, Ann Arbor, MI, 48109-1259

Palmquist, Bruce C. Central Washington Univ, Dean Hall, Ellensburg, WA, 98926

Park, Insun H. Univ of Texas, Sci Ed Ctr, EDB 340, Austin, TX, 78712

Parke, Helen East Carolina Univ, Sci Ed, 311 Flanagan Bldg, Greenville, NC, 27858

Parker, Joyce Michigan State Univ301 C Erickson Hall, East Lansing, MI, 48824

Parker, Lesley H. Curtin Univ, GPO Box U 1987, Perth, 6001, Western AustraliaParsons, Sharon San Jose State Univ, One Washington Square, San Jose, CA, 95192

Patterson, Patricia B. Wesley College, 120 N. State St, Dover, DE, 19901Pedersen, Jon E. Univ of Arkansas, College of Ed, 107B Peabody Hall, Fayetteville, AR, 72701

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Peebles, PatsyePelletier, AllanPere, NancyPerna, JackPerry, Bruce E.Peters, JoePeterson, Rita W.Piburn, MichaelPirkle, Sheila F.Pollard, Rebecca J.Prather, J. PrestonPribyl, Jeffrey R.Pugh, AvaPyle, Eric J.Quesada S., MartaRaghavan, KalyanRamey-Gassert, LindaRamirez, J. L.Reap, MelanieReddy, VijayRennie, Leonie J.Reyes G., CarlosReyes, Li liaReyes-Herrera, Li liaRice, Diana C.Richard, MitchellRichardson, LonRichmond, GailRiggs, Iris M.Riley, DanaRiley, Joseph P.Roach, Linda E.Robertson, Isobel J.Robinson, ScottRodriguez, Gregorio Jose

Louisiana State Univ, Laboratory Sch, Baton Rouge, LA, 70808Fontana Unified School District, 9680 Citrus Ave, Fontana, CA 92334Ministerio de Education y Cultura del Uruguay, UruguaHunter College, 695 Park Ave Room 909W, New York, NY, 10021Miami Univ, 466 McGuffey Hall, Oxford, OH, 45056University of West Florida, College of Ed, 1100 University Pkwy, Pensacola,FL, 32514Univ of California, Dept of Ed, Irvine, CA, 92717Arizona State Univ, College of Ed, Tempe, AZ, 85282Louisiana St Univ, Ctr for Sci & Math Lit, 107 Peabody Hall, Baton Rouge, LA,70803Texas A&M Univ, College of Ed, Dept of EPSY, College Station, TX, 77843-4225Univ of Virginia, 250 Ruffner Hall, Charlottesville, VA, 22903-2495Mankato State Univ, P.O. Box 8400, Mankato, MN, 56002-8400Northeast Louisiana Univ, Dept of C&I, Monroe, LA, 71209Univ of Georgia, Dept of Sci Ed, 212 Aderhold Hall, Athens, GA, 30602Universidad Nacional Coasta Rica, Apartado 86-3000, Heredia, Costa RicaUniv of Pittsburgh, LRDC, 3939 O'Hara St, Pittsburgh, PA, 15260Kansas State Univ, College of Educ, Manhattan, KS, 66506CENDIT, Interior Internado Palmira sin A.P. 5-164, C.P. 62050, MexicoUniv of Oklahoma, 820 Van Vleet Oval, Norman, OK, 73019Univ of Natal, P.O.Box 17112, Congella, Durban, 4013, South AfricaCurtin Univ of Tech, GPO Box U1987, Perth, 6001, Western AustraliaInstituto Technologico, Acapisco, MexicoUniversidad Pedagegica Nacional, Calle 72, 11-86, Bogota, ColumbiaFlorida State Univ, 203 Carothers Hall, Sci Ed Dept, Tallahassee, FL, 32306Univ of South Carolina-Aiken, Sch of Ed, Aiken, SC, 29801Purdue Univ, Dept of Chem, 1393 Brown Bldg, West Lafayette, IN, 47907Univ of Georgia, Sci Ed, Athens, GA, 30602Michigan State Univ, 320 Erickson Hall, East Lansing, MI, 48824-1034California St Univ, Sch of Ed, 5500 University Parkway, San Bernardino, CA, 92407Miami Univ, 420 McGuffey Hall, Oxford, OH, 45056Univ of Georgia, 212 Aderhold Hall, Athens, GA, 30602-7126Northwest St Univ of Louisiana, Dept of Math & Phys Sci, Natchitoches, LA, 71497Univ of Strathclyde,Faculty of Ed,R304B,76 Southbrae Dr,Glasgow,Scotland,G13 1PPFlorida State Univ, C&I, 209 Carothers Hall, Tallahassee, FL, 323066Universidad Nacional de Colombia, Departamento de Psicologia, Facultad de Ciencias

Humanas, Bogota, ColombiaNorth Carolina St Univ, Dept of Math & Sci Ed, Box 7801, Raleigh, NC, 27695-7801Miami Univ, 420 McGuffey Hall, Oxford, OH, 45056Universidad Aut6noma del Estado de Morelos, Mexico

Florida Atlantic Univ, Boca Raton, FL, 33431Univ Nacional Aut6noma, MexicoCalifornia State Univ, 1250 Bellflower Blvd, Long Beach, CA, 90840Berry College, Mathematics Dept, Mt. Berry, GA, 30149Simon Fraser UnivFaculty of Ed, Burnaby BC, Canada, V5A IS6Northern AZ Univ, Ctr for Excellence in Ed, Envrm Sci & Ed, Flagstaff, AZ, 86001Miami Univ, Ed Dept, 1601 Peck Blvd, Hamilton, OH, 45011Penn State Univ, 165 Chambers Bldg, University Park, PA, 16802Univ of Nebraska, 110A Henzlik Hall, Lincoln, NE, 68588-0355Penn State Univ, 163 Chambers Bldg, University Park, PA, 16802Univ of Texas, Sci Ed Ctr, EDB 340, Austin, TX, 78712Univ of Antofagasta, Avda. Angamos #601, Antofagasta, ChileIndiana Univ, Wright Educ Bldg, ED 3228, 201 N. Rose, Bloomington, IN, 47405

Rogers, Laura N.Rogg, StevenRoldin Villasana, EdgardoRomance, Nancy R.Rosas, G. M.Rosenthal, Dorothy B.Ross, SusanRoth, Wolff-MichaelRowland, PaulRoychoudhury, AnitaRubba, Peter A.Russett, JamesRye, James A.Salyer-Babineaux, BarbaraSanchez, JaimeSanchez-Saenz, J. Leonardo

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Sanchez-Guerrero, Raul A.Santos, R.Saunders, GeorgiannaScanterbury, KateScantlebury, KateSchafer, Larry E.Scharmann, Lawrence C.Schmidt, Julie A.Schmidt, Hans-JurgenSchmidt, WilliamSchoneweg, CristineSchuster, DavidSchweitzer, JanetSegal, GildaSettlage Jr., JohnShamansky, LisaShapiro, BonnieShaw, Kenneth L.She, Hsiao-ChingSheperdson, Daniel P.Sherwood, Robert D.Shopper, MarilynShore, LindaShriley, Robert L.Shroyer, Margaret GailShymansky, James A.Simmons, Patricia E.Smith, Bruce G.Smith, Cora leeSmith, DarwinSmith, EdwardSmith, GilianSmith, Philip J.Smith, ShirleySode, John R.Songer, Nancy B.Speece, Susan P.Speitel, ThomasSpitulnik, JeffStark, ConnieStark, RaeStatle, Richard L.Stayer, John R.Stein, Mary T.Stocker, AnnStockimayer, SusanStoddart, TrishStofflett, ReneStriley, JoanneStuessy, Carol L.Sudweeks, RichardSuits, Jerry P.

Universidad Nacional Experimental del Tachira, VenezuelaUniversidad Aut6noma de Baja California Sur, MexicoUniv of Oklahoma, 820 Van Vleet Oval, Norman, OK, 73019Univ of Maine, 206 Shibles Hall, Orono, ME, 04469Univ of Delaware, Dept of Chem & Biochem, Newark, DE, 19716Syracuse Univ, Dept of Sci Tchg, 101 Heroy Geology Bldg, Syracuse, NY,13244-1070Kansas State Univ, Ctr fc- Sci Ed, Bluemont Hall #221, Manhattan, KS, 66506Univ of Delaware, Willard Hall, Newark, DE, 19716Dortmund Univ, Dept of Chem, Otto-Hahn-Strasse, 44221, Dortmund, GermanyMichigan State Univ, College of Ed, East Lansing, MI, 48824Penn State Univ, 163 Chambers Bldg, Univ Park, PA, 16802Univ of Natal, Phy. Dept, King George V Ave, Durban, 4001, South AfricaUniv of Tulsa, Dept of Geosciences, Tulsa, OK, 74104-3189Univ of Tech, Syndey, Kuring-gai Campus, P.O.Box 222, NSW, 2070, AustraliaCleveland State Univ, College of Ed, 1355 Rhodes Tower, Cleveland, OH, 44115California State Univ, 5500 University Parkway, San Bernardino, CA, 92407Univ of Calgary, 726 EDT, Calgary, Alberta, T2N IN4Florida State Univ, 4750 Collegiate Dr, Panama City, FL. 32405Ntl Taiwan Normal Univ,Sci Ed Ctr,88,Sec 5,Roosevelt Rd,Taipei,Taiwan,11718,R.O.0Purdue Univ, Dept of C&I, 1442 LAEB, West Lafayette, IN, 47905-1442Vanderbilt Univ, Peabody College, Box 330, Nashville, TN, 37203Johnson Community College, 12345 College, Overland Park, KS, 66210Univ of San Francisco, Ctr for Inst & Tech, 2130 Fulton St, San Francisco, CA, 94117Pennsylvania State Univ, 127 Chambers Bldg, State College, PA, 16802Kansas State Univ, Ctr for Sci Ed, College of Ed, Bluemont Hall, Manhattan,KS, 66506Univ of Iowa, 757 Van Allen Bldg, Iowa City, IA, 52242Univ of Georgia, Sci Ed, Athens, GA, 30602-7126Edinboro Univ, 127 Research Ctr, Edinboro, PA, 16444Univ of Missouri, SWBSEC, 108 Townsend Hall, Columbia, MO, 65211Univ of Georgia, Chem Dept, Athens, GA, 30602Michigan State Univ, 328 Erickson, East Lansing, MI, 48824Simon Fraser Univ, do Wolff-Michael Roth,Fac of Ed, Burnaby BC, Canada, V5A 1S6Ohio St Univ, 210 Baker Sys, 1971 Neil Ave, Columbus, OH, 43210North Carolina St Univ, 315 Poe Hall, Box 7801, Raleigh, NC, 27695North Dakota State Univ, 155D Home Economics Bldg, Fargo, ND, 58105Univ of Colorado, Sch of Ed, CB 249, Boulder, CO, 80309Anderson Univ, 1100 E 5th St, Anderson, IN, 46012Univ of Hawaii, College of Ed, 1776 Univ Ave, Honolulu, HI, 96822Univ of Michigan, Sch of Ed 1228, Ann Arbor, MI, 48109Florida State Univ, 4750 Collegiate Dr, Panama City, FL, 32405Univ of Strathclyde,Jordanhill Campus,76 Southbrae Dr,Glasgow,Scotland,UK,G13 1PPUniv of Utah, 307 Milton Bennion, Salt Lake City, Utah, 84112Kansas State Univ, Ctr for Sci Ed, 219 Bluemont Hall, Manhattan, KS, 66506Wayne State Univ, College of Ed, Rm 283, Detroit, MI, 48202Florida Inst of Tech, 150 W Univ Blvd, Melbourne, FL, 32901-6988Curtin Univ of Tech, GPO Box U1987, Perth, 6001, Western AustraliaUniv of California, 37 Merrill College, Santa Cruz, CA, 95064Univ of Illinois, 311 Ed Bldg, 1310 South Sixth, Champaign, IL, 61820Michigan State Univ, 326 Erickson Hall, East Lansing, MI, 48824-1034Texas A&M Univ, Dept of EDCI, College Station, TX, 77843-4232Brigham Young Univ, 201 McKay Bldg, Provo, UT, 84602Southern Illinois Univ, Dept of Chem, Carbondale, IL, 62901

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Sullenger, KarenSullivan, SherrySvec, MichaelSwift, J. NathanTallant, David P.Tamir, PinchasTapp, BryanTashiro, J. ShiroTaylor, Peter C. S.Taylor, EdwinTemp lin, MarkTenzin, ChogyalTessier, BarbaraTims, JoanneTippins, DeborahTobin, Kenneth G.Torner, JavierTotten, SamuelTravis, Moreen K.Treagust, David F.Trowbridge, John E.Tuan, Hsiao-LinTucker, JaneTucker, GaryUgaz, DionisioUnderhill, Kathryn M.Valanides, NicolaosValero, MichelVan Den Berg, EdVan den Berg, EdVan Keulen, HannoVan Sickle, Metavan Tarwijk, JanVega, M. E.Yellin, DroraVerastegui, JavierVerdonk, Adri H.Villavicencio Garayzar,Villa lobos, L.Vitale, Michael R.Volkmann, Mark J.Von Seeker, ClareVoogt, Joke M.Westbrook, Susan L.Waldrip, Bruce G.Wallace, John W.

. Wallace, Josephine D.Wandersee, James H.Wang, JianjunWang, Kuo-HuaWarner, LindaWatson, Scott B.

Univ of New Brunswick, Bag Service #45333, Fredericton NB, Canada, E3B 6E3Southeast MO St Univ, 401-E Scully Bldg, College of Ed, Cape Girardeau, MO, 63701Indiana Univ, Sch of Ed, Sci Ed Rm 3130, 201 N. Rose, Bloomington, IN, 47405State Univ of New York at Oswego, Ed Dept, SUNY Oswego, Oswego, NY, 13126Emory Univ, Atlanta, GA, 30322Hebrew Univ, Israel, Sci Teaching Ctr, School of Ed, Jerusalem 91-904, IsraelUniv of Tulsa, Dept of Geosciences, Tulsa, OK, 74104-3189Northern Arizona Univ, Ctr for Environmental Sci & Ed, Flagstaff, AZ, 86001Curtin Univ, GPO Box U1987, Perth, 6001, Western AustraliaBoston Univ, 590 Commonwealth Ave, Boston, MA, 02215Univ of Michigan, 1360 SEB, Ann Arbor, MI, 48109Univ of New Brunswick, Bag Service #45333, Fredericton NB, Canada, E3B 6E3Purdue Univ, do Mary Nakhleh, 1393 BRWN Bldg, West Lafayette, IN, 47907-1393Curtin Univ, GPO BOX U1987, Perth, 6001, Western AustraliaUniv of Georgia, 212 Aderhold, Sci Ed, Athens, GA, 30602Florida State Univ, C&I, 209 Milton Carothers Hall, Tallahassee, FL, 32306-3032California State Univ, 5500 University Parkway, San Bernardino, CA, 92407Univ of Arkansas, College of Ed, 107A Peabody Hall, Fayetteville, AR, 72701Univ of Cincinnati, Dept of C&I, Tchrs College, MS 0002, Cincinnati3OH, 45221-0002Curtin Univ of Tech, GPO Box U1987, Perth, 6001, Western AustraliaLouisiana State Univ, Dept of C&I, Baton Rouge, LA, 70803Ntl Changhua Univ, Grad hitt of Sci Ed, Changhua, Taiwan, 500, R.O.C.Univ of Michigan, 1600 Sch of Ed, 610 E. University, Ann Arbor, MI, 48109Texas A & M Univ, Dept of EDCI, College Station, TX, 77843-4232Univ Cat (Shea del Peril, PeruUniv of Nebraska, 211 Henzlik Hall, Lincoln, NE, 68588-0355Univ of Cyprus, Dept of Ed, P.O.Box 537, Nicosia, CyprusUniv del Valle, Departmento de Fisica, A.A. 23650, Cali, Columbia, South AmericaUniv of Twente, P.O. Box 217AE, Enschede, 7500, NetherlandsVrije Universiteit, do Vincent N. Lunetta,166 Chambers Bldg,University Pk,PA, 16802Utrecht Univ, Dept of Chemical Ed, Princetonplein 5CC Utrecht, 3584, NetherlandsUniv of Charleston, 66 George St, Sch of Ed, Charleston, SC, 29242Univ of Utrecht, IVLOS, Postbus 80127, Heidelberglaan 8, The NetherlandsUniv Nacional Autonoma, MexicoTeachers College, POB 3587, Beit Hakerem, Jerusalem, 91-905, IsraelIDRC Canada, PeruUtrecht Univ, Princetonplein 5, 3584 CC, Utrecht, Netherlands

Carlos J. Univ Aut6noma de Baja California Sur, A.P. 19-13, La Paz, B.C.S., MexicoCENIDET, MexicoEast Carolina Univ, Sch of Ed, Greenville, NC, 27858Purdue Univ, Dept of C&I, West Lafayette, IN, 47907-1442Ntl Inst Mtl Hlth, 4515 Willard Ave #2104 S, Chevy Chase, MD, 20815Univ of Twente, P.O.Box 217AE, Enschede, 7500, The NetherlandsNorth Carolina St Univ, Dept of Math & Sci Ed, Box 7801, Raleigh, NC, 27695Curtin Univ of Tech, GPO Box U1987, Perth, 6001, Western AustraliaCurtin 'Univ, GPO Box U1987, Perth, 6001, Western AustraliaUniv of North Carolina, Math & Sci Ed Ctr, 305 Kennedy, Charlotte, NC, 28223Louisiana State Univ, Sch of Ed, Dept of C&I, Peabody Hall, Baton Rouge, LA, 70803California State Univ, Sch of Ed, 9001 Stockdale Hwy, Bakersfield, CA, 93311-1099Ntl Changhu Univ, Graduate Inst of Sci Ed, Taiwan, 50058, R.O.C.Univ of Northern Colorado, Lab Sch, Greeley, CO, 80639East Carolina Univ, Dept of Sci Ed, Greenville, NC, 27858-4353

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Walters, James J.Wavering, Michael J.Weamer, Don KaurWeber, SuzanneWeinburgh, Molly H.Wertheim, Robyn L.Westbrook, Susan L.White, Arthur L.White, LorenWhitworth, JoanWidergren, PatWier, Betty A.Wiesenmayer, Randall L.Wiggins, John R.Wildy, HelenWilliamson, Vickie M.Wilson, Janell D.Wilson, Julie L.Wind ley, CarolWisnudel, MicheleWong, AngelaWong, Shueh-ChinWood, HeatherWood, TeresaWorth, KarenWoszoyna, CarolynWright, Emmett L.Wubbels, TheoYager, Robert E.Yang, Jon-HsiangYeany, RussYerrick, RandyYochim, JeromeYoong, SuanYore, LarryZamora Guevara,Zeidan, FaisalZembal, Carla M.Ziv, SaraZoller, Uri

Queensland Univ of Tech, Locked Bag No 2, Red Hill, 4059, AustraliaUniv of Arkansas, 319 Graduate Ed Bldg, Fayetteville, AR, 72701Kansas State Univ, 236 Bluemont Hall, Manhattan, KS 66506State Univ of New York, Ed Dept, Oswego, NY, 13126Georgia State Univ, College of Ed, Univ Plaza, Atlanta, GA, 30303East Carolina Univ, Dept of Sci Ed, Greenville, NC, 278584353North Carolina St Univ, Dept of Math & Sci Ed, Box 7801, Raleigh, NC, 27695-7801Ohio St Univ, Ntl Ctr for Sci Tchg & Lrng,1929 Kenny Rd,Columbus,OH,43210-1015Curtin Univ of Tech, P.O. Box U1987, Perth, 6001, Western AustraliaUniv of Colorado, Campus Box 249, Boulder, CO, 80309Silver Ridge Elementary, 9100 SW 36th St, Ft. Lauderdale, FL, 33328Univ of Delaware, College of Ed, Newark, DE, 19716West Virginia Univ, PO Box 6122, Morgantown, WV, 26506Georgia Inst of Tech, CEISMC, Atlanta, GA, 30332-0282Curtin Univ, GPO Box U1987, Perth, 6001, Western AustrliaIllinois State Univ, 211 A Julian Hall, Normal, IL, 61790-5960Livingston Univ, Station #34, Livingston, AL, 35470Univ of Iowa, 450 Van Allen Hall, Iowa City, IA, 52242Riverside Consolidated School, Water St, Riverside NB, Canada, EOA 2R0Univ of Michigan, 406 N. State St #1, Ann Arbor, MI, 48104Nanyang Tech Univ,469 Bukit Timah Rd,Singapore,1025,Republic of SingaporeNtl Taiwan Normal Univ,Grad Inst of Sci Ed,Sec 4 Ting Chou Rd,Taipei,11718,TaiwanAlma Consolidated Sch, Alma, New Brunswick, Canada, EOA 2R0Univ of Georgia, Dept of Political Sciences, Athens, GA, 30602Wheelock College, Ed Development Ctr Inc, 55 Chapel St, Newton, MA. 02160Simon Fraser Univ, Fac of Ed, Burnaby BC, Canada, V5A 1S6Kansas St Univ, 1100 Mid Campus Dr, 237 Bluemont Hall,Manhattan,KS,66506-5301Univ of Utrecht, IVLOS, Postbus 80127 , Heidelberglaan 8, The NetherlandsUniv of Iowa, 769 Van Allen Hall, Iowa City, IA, 52242Ntl Taiwan Normal Univ, #88, Sect 5, Roosevelt Rd, Taipei, Taiwan, 11718, R.O.C.Univ of Georgia, Sch of Teacher Ed, 315 Aderhold Hall, Athens, GA, 30602East Carolina Univ, 353 Flanagan Hall, Greenville, NC, 27858Univ of Kansas, Dept of Physiology & Cell Bio, Lawrence, KS, 66044Univ of Sci Malaysia, Sch of Educational Studies, Penang, 11800, MalaysiaUniv of Victoria, Victoria BC, Canada, V8W 2Y2

Eduardo y Universidad Nacional de Colombia, ColombiaUniversidad de Los Andes, Facultad de Ingenierfa, Merida, VenezuelaUniv of Michigan, 1323 Sch of Ed, 610 E University, Ann Arbor, MI, 48109-1259M.O.F.E.T., Tel-Aviv, 61-480, IsraelHaifa Univ, The Sch of Ed of the Kibbutz Movement, Kiryat, Tivon, 36910, Israel

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