Investigations in Science Education. Volume 12, Number 4.

Sonst. Personen	Blosser, Patricia E. (Hrsg.); Helgeson, Stanley L. (Hrsg.)
Institution	Ohio State Univ., Columbus. Center for Science and Mathematics Education.
Titel	Investigations in Science Education. Volume 12, Number 4.
Quelle	12 (1986) 4, (75 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Achievement; Chemistry; Cognitive Processes; College Science; Elementary Secondary Education; Genetics; Higher Education; Learning Strategies; Learning Theories; Logical Thinking; Models; Perception; Physical Sciences; Science Education; Science Instruction; Secondary School Science; Self Concept; Sex Differences; Student Attitudes + Suchen Sie Ihr Suchwort? Schulleistung; Chemie; Cognitive process; Kognitiver Prozess; Humangenetik; Hochschulbildung; Hochschulsystem; Hochschulwesen; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Learning theory; Lerntheorie; Analogiemodell; Wahrnehmung; Natural sciences; Naturwissenschaften; Naturwissenschaft; Naturwissenschaftliche Bildung; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Selbstkonzept; Sex difference; Geschlechtsunterschied; Schülerverhalten
Abstract	Abstracts and abstractors' critiques of eight science education research studies and two responses to critiques are presented in this journal issue. Each of the studies reviewed focused on a different research theme. Topics addressed include: (1) validation of a learning hierarchy for the mole concept; (2) transfer of learning with emphasis on models and procedures; (3) construct validity of the Longeot test of logical thinking; (4) proportional, probabilistic, and correlational reasoning; (5) relationships between self-concept and achievement of students in a college genetics course; (6) language preferences of freshmen college chemistry students; (7) student perceptions of science teachers, classes, and course content; and (8) effect of teacher gender on secondary students' perception of their science classroom learning environment. Responses to critiques on the studies of student perceptions and the effects of teacher gender conclude this issue. (ML)
Anmerkungen	Information Reference Center (SMEAC/IRC), The Ohio State Univ., 1200 Chambers Rd., 3rd Floor, Columbus, OH 43212 (U.S. subscription $8.00; single copy $2.75).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC