ERIC Number: ED336266
Record Type: RIE
Publication Date: 1991-Apr-8
Reference Count: 0
College Science Courses, ACT Science, C-Base Science, and GALT: Predictors of Science Process Skills and Physical Science Misconceptions.
Bitner, Betty L.
In this predictive study, the variables of College Basic Academic Subjects Examination (C-BASE) Science score, American College Test (ACT) Science score, Group Assessment of Logical Thinking (GALT) score, and total number of college science courses completed were investigated as predictors of science process skills and physical science misconceptions. Also investigated were the level of formal operational reasoning, science process skills, and physical science misconceptions of preservice elementary teachers. The sample consisted of 4 males and 25 females enrolled in an elementary science methods course. Prior to admittance into the Teacher Education Program, the preservice elementary teachers had taken the ACT and the C-BASE. During the first 2 weeks of the classes, the GALT, the Integrated Process Skills Test II (TIPS II), and the Physical Science Test (PST) were administered to the sample. The results of these tests and the number of college science courses completed were then analyzed. The purposes of the study, significance of the study, method, instrumentation, statistical analysis of data procedures, results, conclusions, and 46 references are included. (Author/KR)
Descriptors: Abstract Reasoning, Cognitive Ability, College Science, Developmental Stages, Elementary Education, Elementary School Science, Evaluation, Higher Education, Intellectual Development, Logical Thinking, Misconceptions, Physical Sciences, Prediction, Predictor Variables, Preservice Teacher Education, Process Education, Science Education, Scores, Standardized Tests
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Identifiers: American College Testing Program; College Basic Academic Subjects Examination; Group Assessment of Logical Thinking
Note: Paper presented at the Annual Meeting of the National Association for Research in Science Teaching (Lake Geneva, WI, April 7-10, 1991).