Using the theory of successful intelligence as a framework for developing assessments in AP physics

A new test of Advanced Placement Physics, explicitly designed to balance both content and cognitive-processing skills, was developed using Sternberg’s theory of successful intelligence. The test was administered to 281 AP Physics students from 10 schools during the 2006–2007 school year. Six empirically distinguishable profiles of strengths and weaknesses emerged from an exploratory Q-type factor analysis across the four cognitive-skill areas assessed (i.e., memory, analytical, creative, and practical skills). These profiles replicated those found in previous research in the domains of AP Psychology and AP Statistics. Furthermore, achievement differences between ethnic groups on various cognitive subscales were reduced as compared with traditional estimates. The results provide evidence of the importance of integrating modern theories of cognitive processing into large-scale assessments.     

"Anatomizing" reversed: Use of examination questions that foster use of higher order learning skills by students

"Anatomizing" is a new verb some use to describe the breaking apart of a complex entity such as the human body, into isolated tidbits of information for study, which can never equal the complex, integrated whole. Although popular with first-year medical students, this practice of "tidbitting" anatomical information into easy to memorize facts or tables of facts does not prepare medical students for the inevitable task of dealing with the integrated structure-function of the human body, both normal and diseased, as patient managers. Examination questions drive the cognitive methods students will use to learn content. Asking students on examinations for recall of previously memorized tidbits fosters the cognitive learning behavior of only memorization. Examination questions, however, can be constructed that assess student understanding and integration of the content, that is, student use of cognitive and metacognitive methods of higher order learning that will foster high-quality learning producing better practitioners and lifelong learners. This kind of efficient student learning needs to begin in the first year of medical school.Learning more efficiently and at deeper levels of understanding is especially pertinent as the contact hours in anatomy courses continue to decrease.     

The Impact of a Science/Technology/Society Teaching Approach on Student Learning in Five Domains

The purpose of the study was to examine the effectiveness of the Chautauqua Professional Development Program in terms of the mastery of basic science concepts, understanding major science processes, use of creativity skills, improvement of student attitudes toward science, and the ability to apply science concepts and processes in new situations. Participants included twelve teachers who agreed to participate in an experimental study where Science, Technology, and Society (STS) strategies were utilized with two class sections where in one class the teacher determined the course structure and the form of instruction that was typically used. Conversely, the experimental class was almost exclusively student-centered. A total of twenty-four sections of students were in STS sections (365 students) and a similar number in control sections (359 students).The data collected were analyzed using quantitative methods. The results were tabulated and contrasted for students enrolled in the two sections for all the teachers. The results indicate that students in the student-centered STS sections achieved significantly better than students in the teacher-directed STS sections in terms of understanding and use of process skills, use of creativity skills, development of more positive attitudes; and the ability to apply science concepts in new contexts. However, there were no significant differences noted with respect to mastery of basic science concepts. Apparently student-centered STS approaches result in students with conceptual understandings but it is no better than the situation where teachers guide and direct inquiry STS approaches which focus much more exclusively on specific concepts and their definitions.     

Summer Professional Development in Chemistry for Inservice Teachers Using OWL Quick Prep

Secondary teachers participating in summer professional development chemistry workshops in Texas used an online chemistry tutoring program, OWL Quick Prep (Day et al. in OWL: Online Web-based Learning, Brooks-Cole Cengage Learning, Florence, KY, 1997) as a part of the inservice training. Self-reported demographic data were used to identify factors in preparation and practice that affected pretest and posttest scores. Data from the pretests and posttests indicate that nomenclature and problems requiring calculations were the most challenging topics for the cohort. The participants who correctly completed 90% of the questions in the tutoring modules showed significant improvement in content mastery.     

Mentoring the gifted: a conceptual analysis

Mentoring is considered among the most effective pedagogical measures, yet it is rarely used in gifted education. One of the main reasons for this neglect seems to be the lack of a thorough analysis of its conceptual foundations from the point of view of giftedness research. This contribution starts with a discussion of conceptual and definitional issues pertinent to mentoring gifted individuals. An ideal definition is proposed, followed by a review of the effectiveness of mentoring programs. Existing mentoring programs rarely take full advantage of the educational potential inherent in mentoring. Next, the conditions and characteristics of effective mentoring are analyzed. From a general pedagogical point of view, mentoring should allow full use of the “Learning Triad” of modeling, instruction, and provision of learning opportunities and satisfy the “Big Four” effective learning processes (improvement‐oriented learning, individualization, feedback, practice). Mentoring can promote excellent development of the whole actiotope of a gifted individual.     

Are Canadian adolescents happy？ A gender-based analysis of a nationally representative survey

In this study, the authors analyzed data from a nationally representative survey of youth to study happiness amongst Canadian adolescents aged 12-17. Testing for differences in the level of happiness between female and male adolescents was conducted. Following this, multivariate analysis was employed to determine which factors were associated with adolescent happiness. The authors determined that the level of happiness appeared to vary between the genders, as the males reported a higher level of happiness than the females. However, the difference between the genders in terms of reported happiness was modest. The authors detected some gender differences in regards to determinants of happiness. The study＇s theoretical and practical implications are also considered.