Intuitive Interference in Geometry: An Eye‐Tracking Study

Interference of irrelevant salient variables may cause difficulties for students. This study focused on eye tracking during the comparison of perimeters task, in which area is the interfering irrelevant salient variable. There were three trial types: congruent (larger area—larger perimeter), incongruent inverse (larger area—smaller perimeter), and incongruent equal (larger area—equal perimeter). Behavioral findings corroborated previous studies: congruent trials yielded higher accuracy and a shorter reaction time than did incongruent trials. Surprisingly, the area saliency could not be revealed in fixation location and duration measurements in incongruent inverse trials nor in the heat maps for incongruent inverse or incongruent equal trials, suggesting that such processing does not require overt attention; measures of attention shift from one geometrical shape to another were higher for incongruent equal trials, as was pupil dilation, suggesting that greater effort is associated with solving incongruent equal trials.     

Complexity of Shapes and Quantitative Reasoning in Geometry

ABSTRACT— We explored the effects of task‐related factors on reasoning processes in geometry focusing on a comparison‐of‐perimeters task in which the irrelevant feature area interferes with the reasoning process. We studied the effects of congruity, salience, and complexity on participants’ accuracy of responses and reaction times. The study shows that incongruent trials yield lower accuracy and longer reaction times than congruent ones. In addition, increasing the salience of the irrelevant feature results in a lower rate of success. Previous research suggested that a high cognitive load leads to higher interference in the incongruent condition. The current study shows that, in this condition, increasing the level of complexity of shapes associated with a higher cognitive load decreases the accuracy of responses and increases reaction times. Our findings can aid educators to select appropriate tasks and examples in their classrooms, taking into account how the level of difficulty is affected by complexity, salience, and congruity.     

Several CASE Lessons Can Improve Students’ Control of Variables Reasoning Scheme Ability

This study addressed one aspect of scientific reasoning, the control of variables reasoning scheme. We explored whether a short intervention aimed at accelerating this reasoning scheme by CASE lessons would improve students’ ability to apply this scheme in problems related to the biology curriculum. About 120 students from grade nine were assessed for their Piagetian cognitive level and were divided into two groups, control or intervention. A short intervention of three sessions took place in the intervention group only. Both groups were then instructed on the topic of enzymes according to the biology curriculum and undertook a final exam. The results showed that only 20% of the population acquired the Piagetian formal operations level, in line with previous findings. In addition, it was found that the short intervention had a significant effect on students’ ability to use the control of variables reasoning scheme.     

PIAGETIAN COGNITIVE LEVEL AND THE TENDENCY TO USE INTUITIVE RULES WHEN SOLVING COMPARISON TASKS

According to the intuitive rules theory, students are affected by a small number of intuitive rules when solving a wide variety of science and mathematics tasks. The current study considers the relationship between students’ Piagetian cognitive levels and their tendency to answer in line with intuitive rules when solving comparison tasks. The findings indicate that the tendency to answer according to the intuitive rules varies with cognitive level. Surprisingly, a higher rate of incorrect responses according to the rule same A–same B was found for the higher cognitive level. Further findings and implications for science and mathematics education are discussed.     

A comparison of the actual and preferred classroom learning environment in biology and chemistry as perceived by high school students

The actual and preferred students perception of classroom learning environment was measured using a modified Hebrew version of the Learning Environment Inventory (L.E.I.). This version was content validated and analyzed for its reliability. This measure was administered among Chemistry (N = 1080) and Biology (N = 400) students and the perception of the actual and preferred learning environment was compared using multivariate analysis methods (Hotelling T² and discriminant analysis). On the whole, significant differences were found between the two samples. It is suggested that these differences can be attributed to the different curricula and different instructional methods used in chemistry and in biology classes. It is suggested that the findings obtained in this study could serve both future science teachers and curriculum writers in the development and implementation of learning activities in the context of science curricula.     

Awareness of Societal Issues Among High School Biology Teachers Teaching Genetics

The purpose of this study was to investigate how aware high school biology teachers are of societal issues (values, moral, ethic, and legal issues) while teaching genetics, genetics engineering, molecular genetics, human heredity, and evolution. The study includes a short historical review of World War II atrocities during the Holocaust when scientists from all the above-mentioned disciplines had been involved in trying to support and develop the eugenics theories. It investigates pre- and postwar theories of the eugenics movement in the United States which were implemented successfully in Germany and a literature survey of the studies of societal issues related to these subjects. The sample consisted of 30 male and female biology teachers. Enclosed are teachers' answers in favor or against including debates about societal issues in their classrooms while teaching the disciplines mentioned above. Teachers' answers were analyzed in relation to three variables: years of teaching experience, gender, and religion faith. Data were collected from questionnaires and personal interviews and analyzed according to qualitative and quantitative methods. The results show that amongst the teachers there is a medium to low level of awareness of societal issues, while mainly emphasizing scientific subjects in preparation of matriculation examinations. The majority of the teachers do not include societal issues in their teaching, but if students raise these issues, teachers claimed to address them. No differences in teachers' opinions to societal issues were found in relation to gender or religious faith. Teachers with more years of teaching experience tend to teach with a more Science, Technology, and Society (STS) approach than novice teachers. The results are discussed in relation to teachers' professional development and teaching strategies are suggested to be used in their classrooms based on a STS approach, which includes the societal issues as a main goal.     

Are Intuitive Rules Universal?

This paper presents a cross-cultural study on the intuitive rules theory. The study was conducted in Australia (with aboriginal children) in Taiwan and in Israel. Our findings indicate that Taiwanese and Australian Aboriginal students, much like Israeli ones, provided incorrect responses, most of which were in line with the intuitive rules. Also, developmental trends were found to be similar yet differences were found with regard to the rate of developmental change.     

R&D effort and US exports and foreign affiliate production of manufactures

This paper examines the relationship between US R&D expenditures and the pattern of US manufacturing exports and foreign affiliate sales across industries and regions for the years 1966 and 1976. While differences in relative research capability between the United States and the rest of the world have narrowed over this period, research effort still significantly explains the pattern of US sales in foreign markets. For any region, the export and foreign affiliate sales performance of research-intensive industries exceeds that of non-research-intensive industries. The relative performance of the formed is greater in regions with larger market size and high per capita income. The analysis also reveals that over the time period studied the ratio of US exports to foreign affiliate sales has generally fallen for all industries and foreign markets.These observations accord with a broad interpretation of the product cycle theory. While the United States has lost its uniqueness as a location of innovation, the ability to develop and market new products through R&D expenditures is still a strong force behind its exports and sale abroad. The decrease in exports relative to foreign affiliate sales may reflect a more rapid shift in comparative advantage in the production of such products to foreign locations. Hence the positive effect on US exports of development of any given new product may be becoming more short-lived.