Effectiveness of a Constructivist Approach to Science Instruction for Prospective Elementary Teachers

This study examines the effectiveness of a new constructivist curriculum model (Powerful Ideas in Physical Science) in improving prospective teachers’ understanding of science concepts, in fostering a learning environment supporting conceptual understanding, and in promoting positive attitudes toward learning and teaching science and chemistry in particular. A non‐equivalent pretest–post‐test control‐group design was employed. Analysis of covariance and repeated‐measures analyses of variance were performed to analyze the scores on concept tests and attitude surveys. Data from videotaped observations of laboratory sessions and interviews of prospective teachers were analyzed by employing a naturalistic inquiry method to provide insights into the process of science learning and teaching for the teacher trainees. The interpretations were made based on the findings that could be corroborated by both methodologies. Conclusions and limitations of the present study as well as recommendations for future implementation of constructivist science curriculum in general are also included.     

A Study of Reported Tension in Interparental Relationships as Co-Existent with Behavior Adjustment in Young Children

The importance of replication is widely recognized in several research traditions. Empirical synthesis of seemingly diverse results may be particularly important when factor structure similarities are being evaluated because apparent differences in findings may be an artifact of different locations of factor axes, even though variable positions in factor space may be virtually identical. The present study empirically evaluated the comparability of seven sets of factor structures reported in previous research with the Bem Sex-Role Inventory. Results indicate that the inventory’s primary factors were reproduced in the studies, although the Masculine scale was somewhat less invariant than its Feminine counterpart. Thus, the results support the validity of this androgyny measure across several variations in sample types. The study represents a heuristic example of a methodology for the meta-analysis of factor structure studies.     

Flavor avoidance learning based on missing calories but not on palatability reduction

Avoidance of a target flavor can be produced by providing rats with a highly nutritious solution of 20?% maltodextrin (20?%Malto) in some sessions and a 3?% maltodextrin (3?%Malto) solution containing the target flavor in intermixed sessions. Since 20?%Malto is both more nutritious and more palatable than 3?%Malto, flavor avoidance could arise because the flavor signals either a reduction in calories or reduced palatability, or both. Pilot testing established that rats strongly preferred 3?%Malto plus 0.1?% saccharin to both unflavored 3?%Malto and unflavored 20?%Malto. The two main experiments tested whether the palatability difference, which the pilot data had suggested was larger than the difference between 20?%Malto and 3?%Malto, could produce flavor avoidance. In both experiments, one group of rats were given 3?%Malto plus 0.1?% saccharin on some days, intermixed with other days on which this group was given 3?%Malto plus the target flavor, almond. Neither when trained and tested under conditions of food deprivation (Experiment 1) nor when trained and tested sated (Experiment 2) did palatability reduction produce almond avoidance. In contrast, calorie reduction produced almond avoidance under both conditions. These results suggest that flavor avoidance can be produced by intermixed training involving solutions that differ in nutritious value and palatability, but not when they differ only in palatability.     

Parental involvement in a science program

Conclusion The response of the parents to the request for yet more of their time to take part in the evaluation indicates the commitment of these parents to their involvement in the life of the school. This in itself argues for the effectiveness of their participation. One would hope that the nature of the evaluation in which the evaluator sought to establish not just what they gave to, but also what they gained from, the program would contribute to them feeling valued members of the school community.