The Attitudes Toward Problem Solving Scale (ATPSS) has received limited attention concerning its reliability and validity with a Malaysian secondary education population. Developed by Charles, Lester & O'Daffer (1987), the instruments assessed attitudes toward problem solving in areas of Willingness to Engage in Problem Solving Activities,…

Number sense, an integral part of the curriculum in primary school mathematics, has always been thought of as playing a major role in pupils' understanding and use of numbers in calculation. Research in number sense has been carried out in the West, as well as in Malaysia. That a study of such a nature be done to reflect on the abilities of…

The quality of knowledge underlying students' algebraic thinking is a major concern of K-12 mathematics teaching and reform-driven curriculum documents. In this paper the author examines this issue by characterizing a group of high school students' algebraic knowledge and patterns of use of that knowledge during the solution of selected problems.…

This exploratory study investigates the level of mathematics anxiety among 116 high ability Secondary Two students. These students were from the top 10% of the Secondary Two students in Singapore. Mathematics Anxiety was measured using the Fennema-Sherman Mathematics Anxiety Scale (MAS) (Fennema & Sherman, 1978) which consisted of twelve items…

Discusses in detail the rationale and construction of an instrument entitled "Test on Scientific Attitudes," and includes a copy of the cognitive component subtest. (MLH)

Seventeen five-member groups of secondary students were studied as they attempted to solve a science problem through group discussion. Results of the study show both advantages and disadvantages of this type of instruction. (MLH)

Discusses previous research on the potential of small-group activities in both research and instructional contexts, and considers the use of a science task as a context for group problem-solving. (MLH)

Discusses the domain of measurement and evaluation: methods of data collection, focus of evaluation, criteria for evaluation, and purpose of evaluation. (MLH)

Discusses the role of the science educator in helping youth develop skills that are relevant and meaningful in a technological society while emphasizing hope and human values. (MLH)

Tenth-grade biology lessons taught by 58 student teachers were rated by both the students in the class and by other student teachers. In all but one rating category, the students gave significantly lower ratings than did the peer student teachers. (MLH)

A follow-up study of teacher education programs in earth science reveals few changes in instructional methods and course requirements, and shows little progress in adopting nationally-developed recommendations for an interdisciplinary approach. (MLH)

Students from a large urban high school studied a biology unit with one of four instructional modes: timed audio-tutorial, self-paced audio-tutorial, traditional with study guides, traditional with visual aids. The self-paced audio-tutorial group performed significantly better than did the other groups. (MLH)

Analyzes four instructional methods used to teach biology to disadvantaged high school students in terms of learning efficiency (net gain mean/total time mean). Concludes that individualized methods are more efficient than group methods. (MLH)

Reviews the science education literature on (1) the developmental level of adolescents, (2) the relationship between cognitive development and science achievement, and (3) the implications of Piagetian studies to science teaching at the secondary and college level. (MLH)

Discusses teacher characteristics, student characteristics, curriculum development, and instructional methods related to secondary science education in West Germany. (MLH)