Investigations in Science Education, Volume 8, Number 3.

Sonst. Personen	Blosser, Patricia E. (Hrsg.); Mayer, Victor J. (Hrsg.)
Institution	Ohio State Univ., Columbus. Center for Science and Mathematics Education.; ERIC Clearinghouse for Science, Mathematics, and Environmental Education, Columbus, OH.
Titel	Investigations in Science Education, Volume 8, Number 3.
Quelle	8 (1982) 3, (80 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Reihe	ERIC Publications
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Leitfaden; Achievement; Cognitive Processes; College Science; Concept Formation; Educational Research; Elementary School Science; Elementary Secondary Education; Engineering; Females; Higher Education; Science Curriculum; Science Education; Science Instruction; Secondary School Science; Student Characteristics; Teacher Education + Suchen Sie Ihr Suchwort? Performance; Leistung; Cognitive process; Kognitiver Prozess; Concept learning; Begriffsbildung; Bildungsforschung; Pädagogische Forschung; Maschinenbau; Weibliches Geschlecht; Hochschulbildung; Hochschulsystem; Hochschulwesen; Naturwissenschaftliche Bildung; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Lehrerausbildung; Lehrerbildung
Abstract	Abstractor's analyses of science education research studies are presented in this issue of Investigations in Science Education. The first group of studies relates to research on teacher education (priority of perceived needs common to science teachers and how these might be used to develop inservice programs, determining the level of awareness and use of population education materials by teachers, and behaviors of preservice elementary teachers attempting to acquire science process skills). The second group focuses on achievement (teaching-learning model used with culturally deprived students and predicting success of college biology students using the Cloze test). The third grouping focuses on cognitive variables (mathematical model of concept learning applied to science instruction, cognitive preferences of talented science students, relationship between academic performance and school-related affective characteristics of 12-year-olds, and modification of cognitive style of graduate students). Studies addressing the effect of women students in engineering on their institution's resources (Do women engineering students present different problems for their colleges/universities than do male students?), science interests of junior high school students, and science needs assessment for use with elementary school teachers are analyzed in the final section. (Author/JN)
Anmerkungen	Information Reference Center (ERIC/IRC). The Ohio State Univ., 1200 Chambers Rd., 3rd Floor, Columbus, OH 43212 (subscription $6.00, $1.75 single copy).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC