Constructing Scientific Explanations Through Writing

This study examined the writing strategies andtext characteristics associated withdiscovering a scientific principle by writingabout an experiment. Sixty-four universitystudents (non-science majors) carried out aphysics experiment concerning either buoyancy,or the forces acting on a balance scale, thenwrote an informal journal-style note about itwhile thinking-aloud. They providedexplanations of the phenomena beforeexperimenting, immediately after experimenting(before writing), and again after writing aboutthe experiment. Students' verbal protocolswere segmented and writing operations wereidentified; the rhetorical structures of theirtexts were analyzed; and each students' levelof general writing strategy was identified. Afactor analysis showed that six componentsaccounted for 76% of the variance in thesemeasures. Logistic regression analysis showedthat type of science experiment and two writingfactors, Problem Solving and Comparisons inText, discriminated 86% of cases in whichstudents made explanatory gains during thewriting interval. The results generallyexemplified a metacognitive, problem solvingmodel of writing to learn. However, incontrast to dominant metacognitive models,setting content goals, applying moderatelysophisticated writing strategies, and extensiveuse of content sources were important for learning.     

The Effectiveness of Intuitive and Computer-Assisted Educational Decision Making in Simple and Complex Educational Situations

This paper presents a comparison of the effectiveness of educational decisions taken by means of a holistic-intuitive procedure and a computerized decision support system (DSS). Four groups of teachers were asked to resolve an educational dilemma, first using the holistic procedure and a second time using the DSS program. Each group was given an identical dilemma but at different levels of complexity. Data processing controlled for the participants' educational background and seniority in education. At the lowest level of complexity, the two procedures were similarly effective. The efficiency of holistic decision making declined significantly at higher levels of complexity. Specific factors were identified that contributed to the differences in effectiveness. The findings lead to a deeper understanding of the advantages and limitations of the use of DSS in education.     

The Validity of Value-added Estimates from Low-Stakes Testing Contexts: The Impact of Change in Test-Taking Motivation and Test Consequences

Accountability mandates often prompt assessment of student learning gains (e.g., value-added estimates) via achievement tests. The validity of these estimates have been questioned when performance on tests is low stakes for students. To assess the effects of motivation on value-added estimates, we assigned students to one of three test consequence conditions: (a) an aggregate of test scores is used solely for institutional effectiveness purposes, (b) personal test score is reported to the student, or (c) personal test score is reported to faculty. Value-added estimates, operationalized as change in performance between two testing occasions for the same individuals where educational programming was experienced between testing occasions, were examined across conditions, in addition to the effects of test-taking motivation. Test consequences did not impact value-added estimates. Change in test-taking motivation, however, had a substantial effect on value-added estimates. In short, value-added estimates were attenuated due to decreased motivation from pretest to posttest.     

Nonlongitudinal Estimation of Growth Curve Parameters: The Cohort Growth Model

The cohort growth model (CGM) is a method for estimating the parameters of a latent growth model (LGM) based on cross-sectional data. The CGM models the interindividual differences in the growth rate, and it models how subjects’ growth rate is related to their initial status. We derive model identification for the CGM and illustrate, in a simulation study, that the CGM provides unbiased parameter estimates in most simulation conditions. Based on empirical data we compare the estimates of the CGM with the estimates of the LGM. The results were comparable for both models. Although the estimates of the (co)-variances were different, the estimates of both models led to similar conclusions on the developmental change. Finally, we discuss the advantages and limitations of the CGM, and we provide recommendations for its use in empirical research.     

Discrimination of the number of sequential events by rats

Ten rats were trained to press a right lever following two successive sounds and to press a left lever following four successive sounds. Three sound sequences were used in initial discrimination training, such that reliable classification could not be based on the duration of each sound, the interval between sounds, or the total duration of the sound sequence. Classification of seven novel sound sequences suggested that the animals were either using number or the sum of sound durations in a sequence as the relevant cue. When this total sound duration was put in conflict with number, rats classified by number. The conclusion was that rats can discriminate number, even when temporal cues are controlled.     

An exploration of teacher's use of iPads for students with learning support needs

This project explored how iPads were being used in a range of K‐12 schools to support the learning of students with a range of learning support needs. Groups of teachers (and other professionals) from the USA, Canada, Australia and the UK were invited to complete an online survey focused on the use of iPads in their classrooms, perspectives of their skill level, and how their school and school districts support the use of iPads. The survey focused on iPad use in classrooms (curriculum and skills); teachers’ skill levels; whether iPads are addressed in the Individualised Education Program (IEP); the systemic support for the iPads; and the perceived benefits and barriers. The results reveal that respondents are using iPads across many areas of the curriculum, which affirms the research in the emerging literature base. However, there are teacher reported differences in the manner and scope of iPad use in the classrooms and also the integration of the iPad in the IEP. The research also highlights variability in reported skill level for the iPad and an increased need for enhanced systemic support, such as training, funding, technical support and administrative support for the use of the iPad as a pedagogical tool.     

On the evaluation of systemic science education reform: Searching for instructional sensitivity

We propose a multilevel‐multifaceted approach to evaluating the impact of education reform on student achievement that would be sensitive to context and small treatment effects. The approach uses different assessments based on their proximity to the enacted curriculum. Immediate assessments are artifacts (students' products) from the enactment of the curriculum; close assessments parallel the content and activities of the unit/curriculum; proximal assessments tap knowledge and skills relevant to the curriculum, but topics can be different; and distal assessments reflect state/national standards in a particular knowledge domain. To provide evidence about the sensitivity of the multilevel approach in ascertaining outcomes of hands‐on science programs we administered close, proximal, and distal performance assessments to evaluate the impact of instruction based on two Full Option Science System units—Variables, and Mixtures and Solutions—in a Bay Area school district. Results indicated that close assessments were more sensitive to the changes in students' pre‐ to post‐test performance than proximal assessments. © 2002 Wiley Periodicals, Inc. J Res Sci Teach 39: 369–393, 2002