Education Commons^™

An Experimental Study Comparing The Effects Of Small Group-Discovery Learning And Conventional Instruction On Student Achievement And Attitudes In Calculus, Mary Catherine Brechting

Masters Theses

No abstract provided.

The Effectiveness Of An Audio-Tutorial Program In High School Biology, John W. Goudie

Masters Theses

No abstract provided.

Evolution Of An Environmental Science College, Ted F. Andrews

University Anniversaries & Historical Documents

Governors State University was established in July, 1969, by the State of Illinois as a free-standing upper division university with a mandate to develop a new model of higher education system. William E. Engbretson, the first and only President of GSU, invited me to join the administrative staff as Dean in September, 1969. I have had the opportunity to participate in planning ail systems of the University during the past six years. As a biologist-ecologist I had had considerable experience In various science curriculum development and science teacher education projects. Hence, I was interested in developing a College of Environmental …

Construction And Implementation Of An Individualized Math Program For Sixth Graders, Lynda Sylvia Hatch

Dissertations and Theses

The sixth grade teachers at Mooberry School in Hillsboro, Oregon were not pleased with the way they were teaching math. The students, grouped by ability, had a poor self-concept about math and felt "locked into" one class.

During the summer of 1973, these teachers considered ways to change their math instruction. Reading was done to determine the most promising practice in math education in the United States. A successful approach to learning appeared to be individualized instruction, as is discussed in this paper. Many different individualized programs were studied, grouped into eleven general categories, and described in detail. The Mooberry …

The Effects Of Drill On Addition-Subtraction Fact Learning: With Implication Of Piagetian Reversibility, Ted E. Davidson

All Graduate Theses and Dissertations, Spring 1920 to Summer 2023

The purpose of this study was to investigate the relationship between addition and subtraction as inverse operations, to determine how drill in addition facts will affect knowledge of subtraction facts; to infer, if possible, when addition is conceptualized as an operation with reversibility; and to determine at which grade levels a particular method of drill is effective.

The sample was drawn from Logan, Utah , small, city school district of 3700 students. The experimental groups consisted of 12 elementary and eight secondary existing classrooms of students. The control groups consisted of 10 elementary and five secondary existing classroom groups. A …

Computer-Assisted Instruction In Teaching College Physics, Hsi-Chiu Liu

Dissertations

No abstract provided.

An Introduction To Model Rocketry For The Classroom Teacher, David Reese

All Graduate Projects

The writer of this project was in a fifth grade teaching position beginning Fall, 1974, in Lacey, Washington. The writer taught thirty students in a self-contained classroom situation. The purpose of this individualized study was to develop a general framework and assemble some specific materials which would aid others in starting and developing a program in model rocketry in an orderly and logical manner.

Graduate Bulletin, 1975-1977 (1975), Moorhead State University

Graduate Bulletins (Catalogs)

No abstract provided.

Matemáticos: Una Mano De Obra Necesaria, Aldemaro Romero Jr.

Publications and Research

No abstract provided.

Introduction To Workshop On Physics Teaching And The Development Of Reasoning, Francis P. Collea, Robert Fuller, Robert Karplus, Lester G. Paldy, John W. Renner

Physics Teaching and the Development of Reasoning: Workshop Materials

Are physics teachers in high schools, colleges, and universities knowledgeable concerning the reasoning patterns their students use? The personal experiences of many instructors and research carried out during the last few years indicate that a substantial fraction of physics students have difficulty applying functional relationships among variables, considering all necessary combinations of experimental and theoretical conditions of a problem, and examining their own reasoning critically to locate possible errors. The theory of intellectual development formulated by the Swiss psychologist and epistemologist Jean Piaget deals with these matters and can therefore be of help to physics teachers. We have prepared these …

Module 2: Concrete And Formal Thought, Francis P. Collea, Robert Fuller, Robert Karplus, Lester G. Paldy, John W. Renner

Physics Teaching and the Development of Reasoning: Workshop Materials

Observations of many children and young people attempting to perform problem-solving tasks have led Jean Piaget and other psychologists to formulate theories concerning the mental processes an individual uses to deal with problem situations. In this module, we shall introduce you briefly to stages of reasoning, a feature of Piaget 's theory we consider important for physics teachers.

Module 3: Proportional Reasoning, Francis P. Collea, Robert Fuller, Robert Karplus, Lester G. Paldy, John W. Renner

Physics Teaching and the Development of Reasoning: Workshop Materials

In Piaget' s theory, concrete operational thought is characterized by serial ordering , simple classification, and conservation logic applied directly to objects. A concrete thinker doing a Piagetian task must be able to observe objects and/or manipulate them. Formal operational thought involves proportional reasoning , separation of variables, elimination of contradictions, and class inclusion or exclusion operations. A formal thinker is able to work in situations where he does nor deal with tangible objects. The formal thinker can apply the operations used by a concrete thinker, but goes beyond these operations when solving problems.

Module 5: Analysis Of Physics Problems And Test Questions, Francis P. Collea, Robert Fuller, Robert Karplus, Lester G. Paldy, John W. Renner

Physics Teaching and the Development of Reasoning: Workshop Materials

You may be wondering how to apply the concept of developmental stages in your physics teaching, To help you with this, we have prepared modules 5-11 dealing with differing aspects of instruction. Module 5 concentrates on the analysis and writing of physics problems and test questions. As you read the examples we have selected, keep in mind the characterisrtics of concrete and formal thought described in Module 2. A matter that we find difficult to resolve concerns how to give all students, regardless of the reasoning patterns they use initially, practice in problem solving. Furthermore, evaluation through tests should give …

Module 6: Analysis Of Learning Materials, Francis P. Collea, Robert Fuller, Robert Karplus, Lester G. Paldy, John W. Renner

Physics Teaching and the Development of Reasoning: Workshop Materials

Module 6 continues with the application of the concept of developmental stages in your physics teaching. The module concentrates on the analysis of physics texts and film loops, which provide important instructional inputs for students. As you read the excerpts we have selected for your review, keep in mind the characteristics of concrete and formal thought explained in Module 2. Also, remember that all students, regardless of their developmental stage, will find the text easier and will understand a new topic in a more broadly-based way if they can progress gradually from a concrete view of the subject. Of course, …

Module 7: Self-Regulation, Francis P. Collea, Robert Fuller, Robert Karplus, Lester G. Paldy, John W. Renner

Physics Teaching and the Development of Reasoning: Workshop Materials

How can students be made made aware of their own reasoning? This question identifies one aspect of formal thought. It must be answered if students are to proceed to formal thought by self-regulation, the process whereby an individual advances from one stage of reasoning to the next. We have alluded to self-regulation in several of the earlier modules, but concentrated on the characteristic reasoning patterns associated with each stage. In this module we shall describe self-regulation in detail.

Workshop On Physics Teaching And The Development Of Reasoning: Complete Set Of Modules, Francis P. Collea, Robert Fuller, Robert Karplus, Lester G. Paldy, John W. Renner

Physics Teaching and the Development of Reasoning: Workshop Materials

The titles of the eleven workshop modules are as follows:

I. How Students Think
2. Concrete and Formal Thought
3. Proportional Reasoning of College Students
4. "Formal Thought"
5. Analysis of Physics Problems
6. Analysis of Instructional Materials
7. Self-Regulation
8. Learning Activities for Self-Regulation
9. Analysis of Physics Concepts
10. Teaching Goals and Strategies
11. Suggested Reading

The work is 135 pages; the pdf file is 19 Mbytes.

Module 10: Teaching Goals And Strategies, Francis P. Collea, Robert Fuller, Robert Karplus, Lester G. Paldy, John W. Renner

Physics Teaching and the Development of Reasoning: Workshop Materials

Most physics classes include students who use concrete reasoning patterns on some occasions and formal reasoning patterns on others. Most likely their approach to a new kind of problem will Include a mixture of techniques derived from their previous learning, their awareness of their own reasoning, and their ability to engage in self-regulation. Obstacles to their success may stem from misconceptions they formed as a result of poorly assimilated prior learning experiences. So what? What does that tell me about the goals and strategies I might choose for my teaching? In this module we shall pursue the implications of the …

Module 11: Suggested Reading, Francis P. Collea, Robert Fuller, Robert Karplus, Lester G. Paldy, John W. Renner

Physics Teaching and the Development of Reasoning: Workshop Materials

This module contains reprints of several articles related to the ideas of stages of development and self-regulation and a bibliography of books and articles that you may wish to study after you complete the workshop.

This module contains the following materials:

1. Reading list of suggested books and articles.

2. Are Colleges Concerned with Intellectual Development?
Joe W. McKinnon, Oklahoma City University
John W. Renner, University of Oklahoma
AMERICAN JOURNAL OF PHYSICS 39: 1047 (September 1971)


3. Piagetian Theory and Instruction in Physics
John W. Renner and Anton E. Lawson
THE PHYSICS TEACHER, 11: 165 (March 1973)

4. Promoting Intellectual …

Module 8: Learning Activities For Self-Regulation, Francis P. Collea, Robert Fuller, Robert Karplus, Lester G. Paldy, John W. Renner

Physics Teaching and the Development of Reasoning: Workshop Materials

It is quite clear from the earlier modules in this workshop that a teacher's awareness of students' patterns of reasoning will influence his choice of subject matter, level of presentation, selection of text, and assignment of homework problems. We shall now describe some ways in which the learning activities can be planned so as to enhance the opportunities for self-regulation after a student is introduced to a new idea. On the basis of Piaget’s developmental theory, concrete learning activities play a central role in the improvement of a student's reasoning. The physics laboratory, therefore, is an especially important part of …

Module 9: Analysis Of Physics Concepts, Francis P. Collea, Robert Fuller, Robert Karplus, Lester G. Paldy, John W. Renner

Physics Teaching and the Development of Reasoning: Workshop Materials

Most physics teachers think about their courses in terms of topics covered, concepts explained, and principles applied. Our effort in this workshop has been to call your attention to another impartant dimension of physics teaching: your students' patterns of reasoning. By this time, you have probably concluded that most physics courses are addressed primarily to students who can use formal reasoning patterns with ease, and we would agree with that. Yet there are also the students who use formal reasoning patterns only with difficulty and in limited areas. To help you analyze course content and present it in a way …

Cover - Front Matter - Table Of Contents

Iowa Science Teachers Journal

No abstract provided.

A Computer Assisted Environmental Education Resource Program, Sara K. Smerud, Gary Thomas, Tim Keenan, Dale Nimrod

Iowa Science Teachers Journal

Northeast Iowa is an exceptionally beautiful and unique region. Environmental education in the schools and communities of this area is a vital factor in enabling citizens to take a reasoned approach to the conservation and management of this region. Two observations precipitated the action which resulted in the project described in this paper. The first was that the local resources were vulnerable to being utilized in a potentially harmful manner and secondly, teachers did not seem to be taking full advantage of their local resources in their classroom instruction.

Wanted: Names Of Outstanding Science Teachers In Iowa

Iowa Science Teachers Journal

The Board of Directors of the Iowa Academy of Science has a pp roved the recommendation of the Recognition and Awards Committee to expand the Excellence in Science Teaching Awards Program.

The Bicentennial

Iowa Science Teachers Journal

The Bicentennial will be celebrated in Iowa classrooms in many ways. By looking back on past scientific achievements, students may be better able to understand and appreciate the present and predict the future.

Exotic Food From Fermented Milk, Robert C. Goss

Iowa Science Teachers Journal

Whether prepared or bought at the market, yogurt is a dairy product made from milk -- cow, mare, sow, goat, buffalo, etc. Bacteria cultures of Streptococcus thermophilus and Lactobacillus bulgaricus are added to the milk with the result that the milk sugar is split into lactic acid. The casein, lactalbumin and milk proteins are broken down into peptones and amino acids. Finished yogurt has about 200,000,000 bacteria per ml and is rich in the vitamin B complex. Yogurt making is a manifestation of microbial ecology.

Dirty Books

Iowa Science Teachers Journal

School books are notorious carriers of potentially dangerous bacteria. Books that are handed on to children in one class to their successors in the next year pose a considerable health hazard, according to the Institute for Educational Media, Frankfurt, Germany.

Mit To Study Nonconventional Protein Sources

Iowa Science Teachers Journal

A major study of the world's nonconventional protein resources has been started by the Massachusetts Institute of Technology under a $185,000 grant from the National Science Foundation.

Algae And Energy, James J. Hungerford

Iowa Science Teachers Journal

The extent to which algae contribute to human welfare is often forgotten, ignored or unappreciated. Many types of algae serve as bases in commercially prepared foods and condiments. Algal products are used in cosmetics, textiles, pharmaceuticals and paints. In Asia, algae are often mixed and served with rice and fish to supplement the human diet. In coastal areas of the world, kelps are often chopped as food for livestock. The alga Poryphyra is cultivated in Japan to supply a 65 million pound annual market.

The Christmas Experiment, Glen Loveridge

Iowa Science Teachers Journal

What will you be doing with your class the last periods before the Christmas break? If you have a strong digestive system, try this production of foamy peanut brittle. It was first suggested in the Journal of Chemical Education, August 1972, by Richard C. Adams of Pleasant Hill High School, Pleasant Hill, Oregon 97401. However, the outline given was for a 90-minute lab, and I have modified it for a 40-minute lab. I have found that with my modifications, all of my students - good or poor - can do this lab.

Metric Punch, Agnes Hunt

Iowa Science Teachers Journal

A recipe for punch using metric units and chemical symbols.