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Hodson, D. – Research in Science and Technological Education, 1984
Investigated the effect on student performance of changes in question structure and sequence on a GCE 0-level multiple-choice chemistry test. One finding noted is that there was virtually no change in test reliability on reducing the number of options (from five to per test item). (JN)
Descriptors: Academic Achievement, Chemistry, Multiple Choice Tests, Science Education
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Harvey, T. J.; Wareham, M. – Research in Science and Technological Education, 1984
This investigation showed no sex difference between boys and girls with regard to practical work at the end of their first year of secondary school and no difference between schools and groupings (all boys, all girls, mixed schools with mixed science classes, and mixed schools with single sex science classes). (JN)
Descriptors: Grouping (Instructional Purposes), Science Education, Science Experiments, Science Instruction
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Collings, John; Smithers, Alan – Research in Science and Technological Education, 1983
Investigated male/female sixth-formers studying physical and biological science A-level courses, examining cognitive style, convergent/divergent thinking, career plans, and other characteristics. Differences between biology/physics students tend to be of the same kind as those between scientists as a whole compared to nonscientists. (JN)
Descriptors: Academic Persistence, Biological Sciences, Cognitive Style, Convergent Thinking
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Tamir, Pinchas – Research in Science and Technological Education, 1983
Results from Biology Cognitive Preference Inventory taken by grade 12 Jewish (N=406) and Arab (N=297) biology majors revealed similarities between cognitive preferences, achievement, and background variables. Reports that, in spite of substantial cultural and home differences, both groups became oriented toward principles/questioning rather than…
Descriptors: Academic Achievement, Biology, Cognitive Style, Cultural Differences
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Fraser, Barry J.; Fisher, Darrell L. – Research in Science and Technological Education, 1983
A sample of 2175 students in 116 science classes provided their perceptions of actual and preferred classroom openness along five continuous dimensions (personalization, participation, independence, investigation, differentiation) and responded to cognitive/affective measure. Among findings reported are relationships between actual classroom…
Descriptors: Achievement, Classroom Environment, Foreign Countries, Junior High Schools
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Walford, Geoffrey – Research in Science and Technological Education, 1983
Reviews efforts by science educators to reduce sexism in science textbooks. While there is agreement about the extent of sexism found in the books, there is some confusion as to the best method of changing it. An analytic framework for clarifying the problem and possible affirmative action are proposed. (JN)
Descriptors: Affirmative Action, Chemistry, Elementary School Science, Elementary Secondary Education
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Osborne, Roger – Research in Science and Technological Education, 1983
Investigated ideas used/favored by 40 California students (ages 8-12) who received little/no formal teaching about electric currents. Also investigated whether they were interested in or could discuss other childrens' ideas and whether they would change their ideas following exposure to experimental evidence that was at variance with these ideas.…
Descriptors: Concept Formation, Concept Teaching, Electricity, Elementary Education
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McGuffin, S. J. – Research in Science and Technological Education, 1983
Examines science course selection by curriculum candidates (N=2178) for Northern Ireland GCE 0 level in 1980. Data are provided for nature (biology, chemistry, physics) and number of courses selected, and achievement (pass/failure rates). Data are also reported for males/females and type of school. (JN)
Descriptors: Academic Achievement, Biology, Chemistry, Foreign Countries
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Kelly, Deryk T. – Research in Science and Technological Education, 1983
A-level engineering science constitutes an alternative approach to A-level physics, linking teaching, student experiences, and assessment to engineering philosophy and practice. Discusses the nature and development of the curriculum and its examination, factors related to its growth and acceptance, and future prospects. (JN)
Descriptors: Curriculum Development, Curriculum Evaluation, Engineering, Engineering Education
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Shuaibu, M. J.; Ogunsola, M. F. – Research in Science and Technological Education, 1983
Cognitive preferences of chemistry students (N=156) in School of Basic Studies (SBS) at Ahmadu Bello University (ABU) were investigated. Results indicate that the four preferences (recall, principles, application, questioning) appear to be unrelated to sex and location of previous school for these Nigerian subjects. (JN)
Descriptors: Chemistry, Cognitive Style, Educational Background, Foreign Countries
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Hodson, D.; Freeman, P. – Research in Science and Technological Education, 1983
Argues that fostering early science interest could act as a stimulus for lasting interest, affecting numbers of students opting for secondary school science courses. Identifies problems in testing this argument by research, highlighting two areas: control of inter-school variables and need for a measure of quality of primary science itself. (JN)
Descriptors: Elementary School Science, Elementary Secondary Education, Foreign Countries, Research Needs
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Tasker, Ross; Osborne, Roger – Research in Science and Technological Education, 1983
Discusses methodologies used to observe children at work in science classrooms and to handle data collected from such observations. Audience, observational mechanisms, and research strategies are considered in separate sections. Methodologies as applied to the Learning in Science Project are also considered. (JN)
Descriptors: Classroom Observation Techniques, Curriculum Development, Elementary School Science, Elementary Secondary Education
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Watts, D. Michael; Gilbert, John K. – Research in Science and Technological Education, 1983
Examined students' conceptions of the words "force" and "energy" using the interview-about-instances approach. Implications for science instruction and instructional strategies are discussed based on findings that many students have views of these concepts that are different from accepted scientific views. (JN)
Descriptors: Concept Formation, Concept Teaching, Elementary School Science, Elementary Secondary Education
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Champagne, Audrey B.; And Others – Research in Science and Technological Education, 1983
Discusses the nature of naive conceptions and the influence of these conceptions on students' interpretations of instructional events. Also discusses implications of this research for designing instruction to facilitate the reconciliation of naive conceptions with scientific theories. (JN)
Descriptors: College Science, Concept Formation, Elementary School Science, Elementary Secondary Education
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Menis, Joseph – Research in Science and Technological Education, 1983
Compared student attitudes (N=211) toward chemistry/mathematics. Results indicate no significant differences between liking a subject and its importance or application, with mathematics being seen as more important and more useful than chemistry. Suggests that teachers must spend more time and energy in developing positive attitudes toward…
Descriptors: Chemistry, Grade 10, Mathematics, Science Education
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