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REALISTIC APPROACH TO THE TEACHING OF BASIC JUNIOR HIGH SCIENCE STUDENTS
Title
A REALISTIC APPROACH TO THE TEACHING OF BASIC JUNIOR HIGH SCIENCE STUDENTS.
Creator
STULL, DONNA JEAN., Florida Atlantic University
Abstract/Description
Changes took place in the science curriculum during the 1960's; the "classical" approach was discarded for laboratory oriented courses. The courses were excellent for highly motivated students but little was developed for the slow or basic students. This author found that in trying to develop a course for basics, one must look at the students and develop a program around their needs. They need to teel important and that they are not failures. This writer also found the teacher to be of prime...
Show moreChanges took place in the science curriculum during the 1960's; the "classical" approach was discarded for laboratory oriented courses. The courses were excellent for highly motivated students but little was developed for the slow or basic students. This author found that in trying to develop a course for basics, one must look at the students and develop a program around their needs. They need to teel important and that they are not failures. This writer also found the teacher to be of prime importance to the su.ccess of the program, strict discipline and lecturing will not work with the basic students. The teacher must be willing to remove failure from the classroom, make the material sufficiently elementary, arouse curiosity, and make the material appealing and relevant. A basic program must be based on a humanistic approach, if the children are to learn.
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Date Issued
1971
PURL
http://purl.flvc.org/fcla/dt/13460
Subject Headings
Science--Study and teaching (Secondary)
Format
Document (PDF)
Effect of graphic organizers on ninth-grade students' achievement in social studies
Title
Effect of graphic organizers on ninth-grade students' achievement in social studies.
Creator
Herbst, Paula Schweitzer., Florida Atlantic University, Gray, Mary B., Morris, John D.
Abstract/Description
This study investigated the effect of using graphic organizers on ninth grade students' achievement in social studies. Participants were 427 ninth grade students; 316 were regularly tracked with Stanford Achievement Subtest Reading Comprehension percentiles of 35% to 85%. One hundred and eleven students were honors and gifted tracked with Stanford Achievement Subtest Reading Comprehension percentiles of 86% to 90% for honors tracked students and 91% to 99% for gifted tracked students. The...
Show moreThis study investigated the effect of using graphic organizers on ninth grade students' achievement in social studies. Participants were 427 ninth grade students; 316 were regularly tracked with Stanford Achievement Subtest Reading Comprehension percentiles of 35% to 85%. One hundred and eleven students were honors and gifted tracked with Stanford Achievement Subtest Reading Comprehension percentiles of 86% to 90% for honors tracked students and 91% to 99% for gifted tracked students. The regular tracked students formed the sample for experiment one which used a 2 x 6 ANOVA to determine relationships between six graphic organizers and/or elaborations and their effect upon student achievement in social studies, grade nine. The honors and gifted tracked students formed the sample for experiment 2 which used a 2 x 2 x 2 ANOVA to determine relationships between two graphic organizers and/or elaborations and their effect upon student achievement in social studies, grade nine. For both experiments a mixed design was used, with strategy as a between-subjects factor and time as a within subjects factor. In addition, academic track (gifted or honors) was a between-subjets factor in experiment 2. Posttest 1 was an immediate recall test. Posttest 2 was a delayed recall test, which was given three weeks after posttest 1. The results indicated that the graphic organizers and/or elaborations SQ3R (experiment 1) and the Structured Conceptual Knowledge Development, with graphic organizers strategy and elaborations (experiment 1 and experiment 2) were the two most effective learning activities used by students (p $<$.0005). The best strategy for retention of information in the social studies ninth grade content area was the Structured Conceptual Knowledge Development, with graphic organizers strategy and elaborations. It was concluded that specific graphic organizers positively affected achievement of ninth grade social studies students. This study also found that the Conventional Method of Teaching: introducing vocabulary, reading chapter questions, reading the chapter and answering the questions in word or sentence form was the least effective way of improving the achievement of ninth grade social studies students.
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Date Issued
1995, 1995
PURL
http://purl.flvc.org/fcla/dt/12419
Subject Headings
Social sciences--Graphic methods, Social sciences--Study and teaching (Secondary)
Format
Document (PDF)
IDENTIFICATION OF COMMON FACTORS LEADING TO SUCCESS IN THE WESTINGHOUSE COMPETITION IN THE POST NATIONAL SCIENCE FOUNDATION FUNDING ERA AND IMPLICATIONS FOR ADMINISTRATIVE DECISION-MAKERS
Title
IDENTIFICATION OF COMMON FACTORS LEADING TO SUCCESS IN THE WESTINGHOUSE COMPETITION IN THE POST NATIONAL SCIENCE FOUNDATION FUNDING ERA AND IMPLICATIONS FOR ADMINISTRATIVE DECISION-MAKERS.
Creator
TALBERT, MELVIN, Florida Atlantic University
Abstract/Description
It was the purpose of this study to describe the common factors at select high-performing high schools leading to student success in the Westinghouse Science Talent Search Competition. A review of the literature indicated that some high schools have a high success rate in producing Westinghouse winners. The identified factors were translated into administrative practices which may foster success in the Westinghouse Science Talent Search Competition. The instrument used to determine...
Show moreIt was the purpose of this study to describe the common factors at select high-performing high schools leading to student success in the Westinghouse Science Talent Search Competition. A review of the literature indicated that some high schools have a high success rate in producing Westinghouse winners. The identified factors were translated into administrative practices which may foster success in the Westinghouse Science Talent Search Competition. The instrument used to determine commonalities was a twenty-two item questionnaire that probed the nature and function of the school's science research program. In addition, six schools were identified for an in-depth case study. Among the findings of the study are the following factors present in each of the successful programs: (1) a highly motivated and talented teacher who promoted enthusiasm; (2) teachers with advanced degrees in science; (3) teachers who kept themselves abreast of recent advances by reading journals and periodicals; (4) teachers who were free from homeroom or bus assignments in exchange for running the program; (5) successful programs without exorbitant facilities or equipment; (6) interested and talented students; and (7) a variety of competitions in which students participated. The major conclusion reached is that the most important ingredient in administering a successful science research program is having an interested and talented teacher who is able to promote enthusiasm for and originality in science. The major recommendations for School Boards and Superintendents who wish to provide a successful science research program are as follows: (1) Identify gifted and talented science students who are afforded equal opportunity to science research programs; (2) Organize science research programs that are based at the district level; (3) Seek state funding that is targeted to those districts without the resources to provide library and laboratory experiences; (4) Encourage school administrators who observe the following guidelines: (1) Establish a policy which supports science research programs at the high school level; (2) Recognize the fact that not any teacher can fulfill this position. Therefore, identify and recruit teachers with the necessary enthusiasm and commitment to coordinate this type of program; (3) Delegate the responsibility for the program to the person selected; (4) Provide released time for the coordinator of the program; (5) Seek community support; (6) Evaluate the program and the coordinator periodically.
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Date Issued
1986
PURL
http://purl.flvc.org/fcla/dt/11887
Subject Headings
Science--Study and teaching (Secondary), Science--Scholarships, fellowships, etc
Format
Document (PDF)
Selected Student Characteristics and Science Achievement in a Mid-Sized Secondary School
Title
Selected Student Characteristics and Science Achievement in a Mid-Sized Secondary School.
Creator
McDonald, Jack, Morris, John D., Weppner, Daniel B., Florida Atlantic University
Abstract/Description
For 306 twelfth grade students, secondary science achievement by sex, race, and socioeconomic status (SES) was compared using analysis of variance (ANOVA), and the relationship of a set of 22 predictor variables to science achievement was investigated using multiple linear regression. That the reduced regression model with its primarily cognitive characteristics exhibited the highest significant correlation coefficients in predicting science achievement for low SES, black students is a...
Show moreFor 306 twelfth grade students, secondary science achievement by sex, race, and socioeconomic status (SES) was compared using analysis of variance (ANOVA), and the relationship of a set of 22 predictor variables to science achievement was investigated using multiple linear regression. That the reduced regression model with its primarily cognitive characteristics exhibited the highest significant correlation coefficients in predicting science achievement for low SES, black students is a finding that is at odds with much of the current literature, as is also the finding that females outperform males in science achievement. These anomalies, along with the implications of differences in science achievement based on sex and race, are discussed.
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Date Issued
1991
PURL
http://purl.flvc.org/fau/fd/FA00000677
Subject Headings
Science--Study and teaching (Secondary), Academic achievement--Evaluation, High school students--United States, Motivation in education
Format
Document (PDF)
ten year study of predictors of student success on the Advanced Placement Computer Science examination
Title
A ten year study of predictors of student success on the Advanced Placement Computer Science examination.
Creator
Cornnell, Walter A., Florida Atlantic University, Morris, John D., Weppner, Daniel B.
Abstract/Description
This study examined a model to predict success on the Advanced Placement Computer Science (APCS) examination. The sample included all students (N = 423) who participated in the APCS program in the Palm Beach County Public School System from 1985 to 1994. Predictor variables consisted of the number of courses taken in specific content areas at the secondary level, semester grades in the APCS course, grade point average, and gender. Multiple regression analysis indicated the significance of...
Show moreThis study examined a model to predict success on the Advanced Placement Computer Science (APCS) examination. The sample included all students (N = 423) who participated in the APCS program in the Palm Beach County Public School System from 1985 to 1994. Predictor variables consisted of the number of courses taken in specific content areas at the secondary level, semester grades in the APCS course, grade point average, and gender. Multiple regression analysis indicated the significance of these variables in predicting the score on the APCS examination (F (12,280) = 5.848, p $<$.001). Further discriminant analysis identified the most accurate subset of predictors. All students were divided into two groups based on their scores on the APCS examination (pass/fail). The variables that occurred most frequently in the best subsets included the number of semesters taken in advanced mathematics; overall high school grade point average; gender; the grades achieved in both first and second semester in Advanced Placement Computer Science; and the semesters in computers. A model based on these six predictors had the highest (p $<$.01) predictive accuracy of all models studied (67.6% hit rate). Additional study of other independent variables that contribute to success on the APCS examination is needed.
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Date Issued
1995
PURL
http://purl.flvc.org/fcla/dt/12427
Subject Headings
Advanced placement programs (Education), Prediction of scholastic success, Education--Data processing
Format
Document (PDF)