INSTRUCTIONAL STRATEGY CHANGE AND THE ATTITUDE AND ACHIEVEMENT OF 7TH-GRADE AND 8TH-GRADE SCIENCE STUDENTS
INSTRUCTIONAL STRATEGY CHANGE AND THE ATTITUDE AND ACHIEVEMENT OF 7TH-GRADE AND 8TH-GRADE SCIENCE STUDENTS
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DOI：
10.1002/tea.3660320608
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发表时间：
1995-08-01
影响因子：
4.6
通讯作者：
HOUTZ, LKE
中科院分区：
文献类型：
--
作者：
HOUTZ, LKE
本研究采用序贯方法论探讨初中与初中教学策略的差异及其对青少年在校科学态度与科学成就的影响。 定量阶段的主题是570个七年级和八年级的学生在一所学校在美国中西部的城市学区在初中到中学的过渡年。 Germann的学校评估中对科学的态度和学区的基准考试被用来衡量学生的前测和后测的态度和成就。 在年级水平，性别，种族，一般能力和社会经济群体的变化进行了评估。 裂区分析结果显示，实验组与对照组在此阶段的科学态度并无显著差异。 然而，有显着改善的态度在两个七年级的人口，但没有改变的态度在任何八年级的人口。 不同性别、白人学生和有色人种学生、不同能力或社会经济群体的学生在态度上没有显著差异。 初中七年级对照组、初中八年级对照组和初中八年级对照组的科学成绩有显著提高，但初中七年级对照组的科学成绩没有显著提高。 男女之间的成绩没有显著差异。 白人学生的成绩显著高于有色人种学生。 一般和高能力的学生得分显着较高的前测到后测，但低能力的学生没有。 高能力组学生的得分显著高于一般组和低能力组。 社会经济地位较高的学生的科学成绩有显着提高，但社会经济地位较低的学生的科学成绩没有显着提高。 这些结果进行了讨论的五个科学教师，校长，和大学顾问的设置，谁是研究的定性阐述阶段的线人。 民族志方法揭示了两种教学策略中的差异和相似之处。 教师的感受和阶段的关注。 结果进行了讨论，在有效实施的教学策略和评估早期青少年的科学成就的变化。
This sequential methodologic elaboration study investigated differences between the middle school and the junior high instructional strategies and the effects on adolescent attitude toward science in school and science achievement. Subjects of the quantitative phase were 570 seventh- and eighth-grade students in one school in an urban school district in the midwest United States during a transition year from junior high to middle school. Germann's Attitude toward Science in School Assessment and the school district's Benchmark Exams were employed to measure student pre- and posttest attitude and achievement. Variations within grade level, gender, race, general ability, and socioeconomic group were evaluated. Results of split plots revealed no significant differences in science attitude between the experimental middle school group and the junior high control group at this phase. However, there was significant improvement in attitude in both seventh-grade populations, but no change in attitude in either eighth-grade population. No significant differences in attitude were found between males and females, Caucasian students and students of color, or students of different ability or socioeconomic groups. Significant increases in science achievement were revealed in the seventh-grade junior high control group, the eight-grade middle school, and the eighth-grade junior high, but not in the seventh-grade middle school. No significant differences in achievement were found between males and females. Caucasians scored significantly higher in achievement than students of color. Average and high ability students scored significantly higher pretest to posttest, but low ability students did not. High ability students scored significantly higher than both average and low ability groups. There was significant improvement in science achievement for students in the sufficient socio-economic status group, but not in the low socioeconomic status group. These results were discussed with the five science teachers, the principal, and a university consultant in the setting, who were the informants of the qualitative elaboration phase of the study. Ethnographic methods uncovered themes explaining differences and similarities within the two instructional strategies. Teachers' feelings and stages of concern were identified. The results are discussed in terms of effectively implementing changes in instructional strategies and assessing science achievement of early adolescents.