排序方式: 共有57条查询结果,搜索用时 15 毫秒
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Inquiry oriented practical matriculation tests of 3650 12th grade biology students in Israel were analyzed to find out the interrelationships among 21 process skills. Using correlations and varimax factor analysis, seven factors were obtained. These factors are listed according to the relative percentage of the total variance accounted for from highest to lowest: handling quantitative relationships, explaining and assessing data, conceptualizing and planning investigations, summarizing results, interpreting and concluding, selecting form of presenting findings, designing experiments. The theoretical and practical implications of these findings are briefly discussed. Theoretically, the associations as well as the dissociations identified provide important clues regarding the organization of process skills related knowledge in cognitive structure. From a practical perspective the findings offer guidance for teacher educators as well as biology teachers on more effective ways for developing science process skills. 相似文献
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Evaluation procedures and the emphasis on evaluation in teacher education courses in Israel were studied through questionnaires administered to teacher educators, student teachers and practicing teachers. The results show that the emphasis on evaluation is marginal and that evaluation procedures in teacher education have significant effects on practicing teachers. 相似文献
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Pinchas Tamir 《科学教学研究杂志》1985,22(1):1-17
Most of the articles and dissertations dealing with cognitive preferences which were written since the invention of the construct in the early 1960s have been reviewed. Fifty-four of them were found suitable for meta-analysis. The meta-analysis presents means and standard deviations of reliabilities, correlations, standard scores, and effect sizes. The effects and relationships of cognitive preferences and important school and learning related variables were studied. The results provide base line data for comparative purposes and offer empirical evidence which support the construct validity of cognitive preferences. 相似文献
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Sophia Mahler Lily Neumann Pinchas Tamir 《Assessment & Evaluation in Higher Education》1986,11(1):43-59
This study examines the effects of class size upon the verbal interactions and the cognitive level of medical instruction. The major findings of this study indicate that: (a) the percentage of the teacher's verbal activities increases with the group size; (b) the shortest teacher‐lectures are given in medium‐size classes; (c) the longest student‐answers and student initiations are observed in medium‐size classes; (d) the maximal diversity of verbal interactions is found in medium groups, while the minimal is found in large groups; (e) the percentage of interactions at the lowest cognitive level (knowledge) increases with class size; (f) longer interactions are observed in large classes at the knowledge level, and in smaller classes at the analysis and evaluation levels; (g) the minimal cognitive diversity is found in large groups; (h) both activity and cognitive total scores decrease as the class size increases. The implications of these findings are discussed. 相似文献
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Pinchas Tamir 《科学教学研究杂志》1985,22(1):31-40
The Israeli paper-and-pencil matriculation examination in biology has been one of the most powerful means for implementing an inquiry oriented high school biology program based on the U.S. BSCS. The first version of this examination was described and analyzed in JRST in 1972. This article describes the changes and effects of this examination during the years and compares the examination of the year 1982 with that of 1969. Implications for upgrading science education are discussed. 相似文献
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Pinchas Tamir 《International Journal of Science Education》2013,35(3):327-338
Summaries English A special cognitive‐preference inventory dealing with agriculture was developed, validated and administered to 943 middle‐school students and their teachers. This is the first reported study of cognitive preferences of 7th and 8th grade (12 to 13 year‐old) students. The inventory was found to be a valid and reliable measure of cognitive preferences related to agricultural topics studied in Israeli schools. Preference for application (A) was found to be negatively correlated in different students with either recall (R) or principles (P) or critical questioning (Q). Studying the ‘new’ agriculture compared with the ‘old’, resulted in a lower preference for R and a higher preference for A. Female students had, on the average, a higher preference for R and P while males tended to prefer A and Q. Children whose fathers were simple workers had the highest preference for R while children whose fathers were academics had the lowest preference for R. Teachers, when compared with their students, had a much higher preference for P and a much lower preference for R. A close correspondence was found between reported emphasis in classroom tests and the cognitive‐preference modes of teachers. 相似文献