Factors related to the decision of men and women to continue taking science courses in college

The purpose of this study was to determine the importance of the transition between a student's initial collegiate science experience and the decision to continue in science, and whether the reasons students give to explain their success or failure in their first course are related to that decision. Attribution theory provided the framework for investigating these factors. The results showed that for unsuccessful students, the plan to continue in science was unrelated to gender, mathematical aptitude, performance in the first science course, or attributions to luck, effort, ability, or task difficulty. For successful students, the plan to continue in science was directly related to attributions to ability, and inversely related to task difficulty. The results demonstrate the importance of a sense of competence for students who continue in science.     

Students' perceptions of academic dishonesty in the chemistry classroom laboratory

Although the literature on both academic dishonesty and scientific misconduct is extensive, research on academic dishonesty has focused on quizzes, exams, and papers, with the virtual exclusion of the classroom laboratory. This study examined the distinctions undergraduate chemistry majors made between academic dishonesty in the classroom laboratory and scientific misconduct in the research laboratory. Across the spectrum of undergraduate chemistry courses, from the introductory course for first‐semester chemistry majors to the capstone course in instrumental analysis, we noted that students believe the classroom lab is fundamentally different from a research or industrial lab. This difference is so significant that it carries over into students' perceptions of dishonesty in these two environments. © 2003 Wiley Periodicals, Inc. J Res Sci Teach 41: 47–64, 2004     

Science knowledge and efficacy beliefs among preservice elementary teachers: A follow-up study

Slightly over two years ago aspects of knowledge and efficacy beliefs among preservice elementary teachers regarding science education were examined. Those results indicated a low level of science knowledge and a marked lack of confidence toward teaching science among prospective teachers. In the interim suggestions from that study have resulted in an increase in the number of required science courses that have been implemented in the teacher education program. The current, follow-up, study, found no increase in science content knowledge but did identify positive changes in efficacy beliefs. The results are discussed relative to Locus of Control theory.     

On Drawing,Visual Language and the Pictorial Image: An Interview with John Willats

The editorial team of TRACEY, an online drawing journal hosted by Loughborough University School of Art & Design, was interested to learn more about John Willats’s current thinking on the subject of drawing and to put to him a number of specific questions to do with the functions of drawn marks, notions of pictorial syntax, the role of ambiguity and imprecision in drawing and future directions for drawing research. He kindly agreed to an interview, which took place in his Somerset studio on Thursday 6th December 2001. The following is an edited version of that interview.     

GERONTOLOGICAL ACTIVITIES IN ACADEMIC PROGRAMS IN HOME ECONOMICS IN THE UNITED STATES

Some 360 home economics units throughout the U.S. were surveyed in an effort to obtain information concerning the extent to which gerontology has been incorporated into home economics programs. Looked at were such factors as number of courses taught with geron‐tological content, number of qualified instructors and their respective academic backgrounds, and the number of active research programs in which gerontology is a focus. Of the 164 respondents, 141 (86%) reportedly offer academic courses with some gerontological content. Approximately one‐half of the responding institutions offer graduate programs and about 60% were state supported. Eighty‐five of the respondents have at least one faculty member with a minimum of gerontology background, and a total of 57 active research endeavors were listed. Results indicate that gerontology and its related areas are being taught to a large extent in'home economics programs. The diverse nature of gerontology and its applicability to home economics are discussed.