Showing papers in "International Journal of Science Education in 2001"
TL;DR: In this article, the authors investigated pupils' perceptions of their experience of school science and their views about its future content, using focus groups to elicit pupils' views about the future form and function of the school science curriculum.
Abstract: Pupils' perceptions of their experience of school science have rarely been investigated. The aim of the research reported in this paper, therefore, was to document the range of views that pupils held about the school science curriculum, the aspects they found either interesting and/or valuable, and their views about its future content. As such, the research aimed to articulate their views as a contribution to the debate about the future form and function of the school science curriculum. The method adopted to elicit their views was to use focus groups-a methodology that has not been extensively used in the science education research. Reported here are the findings from 20 focus groups conducted with 144 16-year-old pupils in London, Leeds and Birmingham, split both by gender and whether the pupils intended to continue, or not, with the study of science post-16. The findings of this research offer a window into pupils' perspective of school science revealing both their discontents and satisfaction with the...
587 citations
TL;DR: In this paper, the authors report on the development stages of three attitudes to science and school scales for use with children aged from 5-11 years, which measure "liking school", "independent investigator", "science enthusiasm", "social context" of science, and "science as a difficult subject".
Abstract: This paper reports on the development stages of three attitudes to science and school scales for use with children aged from 5-11 years. The investigation is part of a project intended to improve pupil achievement in science in 16 schools in an English city. The base-line performance of the attitude scales with over 800 pupils is reported. Attitude sub-scales measure 'liking school', 'independent investigator', 'science enthusiasm', the 'social context' of science, and 'science as a difficult subject' with Cronbach Alpha reliabilities for the year groups varying from above 0.8 to below 0.7. For the sample, both boys' and girls' enthusiasm for science declines progressively with age alongside a similar decline in their perception that science is difficult.
294 citations
TL;DR: In this article, a qualitative study of how 16-year-old Norwegian pupils dealt with a socioscientific issue was conducted, where they were interviewed on aspects of their decision-making concerning a local version of the well-known controversial issue: whether or not power transmission lines increase the risk for childhood leukaemia.
Abstract: This article reports from a qualitative study of how 16-year-old Norwegian pupils dealt with a socioscientific issue. The pupils were interviewed on aspects of their decision-making concerning a local version of the well-known controversial issue: whether or not power transmission lines increase the risk for childhood leukaemia. The part of the study reported here has focused on their views on the trustworthiness of knowledge claims, arguments and opinions given to them prior to interview. It was found that many aspects of trustworthiness were experienced as problematic by the pupils. Using inductive analysis, four main kinds of 'resolution strategies' were identified that were used by the pupils to decide who and what to trust: 1) Acceptance of knowledge claim, 2) Evaluation of statements using 'reliability indicators' and through explicitly 'thinking for themselves', 3) Acceptance of researchers or other sources of information as authoritative, 4) Evaluation of sources of information in terms of 'intere...
261 citations
TL;DR: This paper explored how an inquiry-based demonstration classroom in-service program impacted the beliefs and practices of 14 secondary science teachers and found that the changing belief systems of beginning teachers may have resulted in the limited use of student-centred practices, whereas the established belief system of experienced participants may have been conducive to student-centered practices.
Abstract: This study explores how an inquiry-based demonstration classroom in-service programme impacted the beliefs and practices of 14 secondary science teachers. Both structured and semistructured interviews captured in-service programme participants' beliefs, while in-class observations of participants documented their instructional practices. An analysis of the data revealed that the in-service programme had an impact on the participants, but the impact varied among the six induction and eight experienced teachers: the induction teachers changed their beliefs more than their practices, whereas the experienced teachers demonstrated more change in their practices than their beliefs. Ultimately, the changing belief systems of beginning teachers may have resulted in the limited use of student-centred practices, whereas the established belief systems of experienced participants may have been conducive to studentcentred practices. On the basis of the findings of this study, implications for professional development ...
251 citations
TL;DR: The types of misconceptions related to electronegativity, bonding, geometry, and microscopic representations that undergraduate chemistry majors hold is described in this article, where students from six different courses, representing freshmen through senior level chemistry majors were interviewed.
Abstract: The types of misconceptions related to electronegativity, bonding, geometry, and microscopic representations that undergraduate chemistry majors hold is described. Fifty-six students from six different courses, representing freshmen through senior level chemistry majors were interviewed. The qualitative coding scheme of the interview transcripts revealed a number of misconceptions not previously documented. In addition, the stability of the misconceptions was investigated as a function of educational level, indicating that some students' misconceptions relating to bonding are resistant to change despite increased chemistry education.
245 citations
TL;DR: The authors compared the impact of role-play and a conventional discussion on students' argumentation on an issue involving animal transgenesis, where students were confronted with an imaginable but fictional situation and had to decide whether or not to approve a giant transgenic salmon farm being set up in a seaside village.
Abstract: This paper compares the impact of a role-play and a conventional discussion on students' argumentation on an issue involving animal transgenesis. Students were confronted with an imaginable but fictional situation. They had to decide whether or not to approve a giant transgenic salmon farm being set up in a seaside village. Students received the same teaching and information, the only differences being in the debate situation. Students were asked to reach a decision on well-argued grounds, to identify areas of uncertainty and to define the condition or conditions under which a change of view might be considered. They had to write them down. Pre-post-tests were used to assess the students' opinions. The role-play and discussion were all video- and audio-taped and transcribed in full. The analysis focuses on the argumentative structure of the students' discourse and identifies the reference areas that students draw on to deliver their arguments. The theory of economics of 'greatness' or 'importance', which ...
209 citations
TL;DR: In this article, the authors investigate possible differences in students' scientific reasoning abilities relative to their informal learning environments (impoverished, enriched), classroom teaching experiences (non-inquiry, inquiry) and the interaction of these variables.
Abstract: Informal learning experiences have risen to the forefront of science education as being beneficial to students' learning. However, it is not clear in what ways such experiences may be beneficial to students; nor how informal learning experiences may interface with classroom science instruction. This study aims to acquire a better understanding of these issues by investigating one aspect of science learning, scientific reasoning ability, with respect to the students' informal learning experiences and classroom science instruction. Specifically, the purpose of this study was to investigate possible differences in students' scientific reasoning abilities relative to their informal learning environments (impoverished, enriched), classroom teaching experiences (non-inquiry, inquiry) and the interaction of these variables. The results of two-way ANOVAs indicated that informal learning environments and classroom science teaching procedures showed significant main effects on students' scientific reasoning abiliti...
198 citations
TL;DR: This article examined pre-college students' understandings of the nature of science and track those beliefs over the course of an academic year, and found that participants held fully formed conceptions of science consistent with approximately one-half of the premises set out in the model.
Abstract: The purpose of this research was to examine pre-college students' understandings of the nature of science and track those beliefs over the course of an academic year. Students' conceptions of the nature of science were examined using a model of the nature of science developed for use in this study. The model has eight tenets which address both the nature of the scientific enterprise and the nature of scientific knowledge. Findings indicate participants held fully formed conceptions of the nature of science consistent with approximately one-half of the premises set out in the model. Students held more complete understandings of the nature of scientific knowledge than the nature of the scientific enterprise. Their conceptions remained mostly unchanged over the year despite their participation in the project-based, hands-on science course. Implications for teaching the nature of science are discussed.
184 citations
TL;DR: For example, the authors found that almost half of the students indicated that the cause of the day-night cycle is the Earth spinning on its axis; most students chose as their best account for changes in the Moon's phases the Moon moving around the Earth.
Abstract: Junior high school students' astronomy conceptions were analysed by means of a written questionnaire presented to them during the beginning of the first semester. The main findings were as follows: almost half of the students indicated that the cause of the day-night cycle is the Earth spinning on its axis; most students chose as their best account for changes in the Moon's phases the Moon moving around the Earth. Despite that, most students thought that the Moon must be in its Full phase for there to be a total solar eclipse; most students underestimated the distances in the Universe and overestimated the Earth's diameter. A great proportion of students indicated that the reason for the different seasons is the tilt of the Earth's axis relative to the plane of its orbit as it revolves around the Sun. But almost the same number of students chose the varying distance between Sun and Earth or between the Earth, Moon and Sun, as a reason for the seasons. Only a third of the students answered correctly that i...
156 citations
TL;DR: This paper explored the nature and type of evidence employed by participants in an issue of public concern, examining documents and interviewing members of the public involved in the debate, the way in which evidence was used in the arguments for and against the issue was determined, and they suggested that school science curricula should include practice in questioning and manipulating different sorts of real data in a variety of ways so that pupils are equipped and empowered to tackle contemporary issues of this kind.
Abstract: This paper explores the nature and type of evidence employed by participants in an issue of public concern. By examining documents and interviewing members of the public involved in the debate, the way in which evidence was used in the arguments for and against the issue was determined. Three dimensions of evidence emerged from the data: formal scientific evidence based on the data; informal evidence (e.g. common sense, personal experience) and wider issues which impinge on the evidence (e.g. environmental or legal concerns). In this particular controversy, it was the questioning of the formal evidence by local scientists which became the 'magic bullet' but pertinent questioning by local nonscientists also framed the debate. The authors suggest that school science curricula should include practice in questioning and manipulating different sorts of real data in a variety of ways so that pupils are equipped and empowered to tackle contemporary issues of this kind.
154 citations
TL;DR: In this article, student responses to written probes administered at the beginning of the year are compared to those written after a 12-week laboratory course, and the degree of consistent use of these paradigms by individual students across the sets of probes is investigated.
Abstract: The ideas of first year university students about measurement in the physics laboratory are explored. Student responses to written probes administered at the beginning of the year are compared to those written after a 12 week laboratory course. The 'point' and 'set' paradigms are used as a model to analyse the responses to the probes. At the heart of the point paradigm is that both action and reasoning are based solely on individual measurements in a data set. On the other hand, subscribing to the set paradigm implies an understanding that a series of measurements are to be viewed as a collective that can be modelled by theoretical constructs, such as the mean and standard deviation. The degree of consistent use of these paradigms by individual students across the sets of probes is investigated. Implications for effective teaching interventions in the physics laboratory are discussed.
TL;DR: In this article, a case study illustrates the long-term nature of conceptual change, as a learner comes to see the limitations of one explanatory framework, and the scope for exploring and developing another.
Abstract: Conceptual change may be considered as a process of coming to view one theory or model as having more explanatory power than others. Various theorists have described how an individual's understanding of a concept may be multifaceted; how conceptual frameworks develop in a cognitive ecology, and are subject to selection pressures; and how alternative frameworks compete in terms of their explanatory coherence. The present paper applies these ideas to a case study of learning in science. It is argued that conceptual development may be described in terms of a gradual shift in which of several alternative explanatory principles is the learners' preferred choice. The case study illustrates the long-term nature of conceptual change, as a learner comes to see the limitations of one explanatory framework, and the scope for exploring and developing another.
TL;DR: In this paper, the use of concept mapping as a basis for classroom activities in UK secondary schools does not seem to be widespread and some of the flaws in the supporting literature are highlighted, however, the two main barriers to the extensive adoption of Concept Mapping as an integral component of typical classroom strategies are seen as the epistemological beliefs of classroom teachers and the underlying philosophy of the curriculum that they are asked to deliver.
Abstract: Concept mapping is described repeatedly in the literature as a tool that can support and enhance students' learning in science classrooms. Despite such endorsements, the use of concept mapping as a basis for classroom activities in UK secondary schools does not seem to be widespread. Some of the flaws in the supporting literature are highlighted. The two main barriers to the extensive adoption of concept mapping as an integral component of typical classroom strategies are seen as the epistemological beliefs of classroom teachers and the underlying philosophy of the curriculum that they are asked to deliver. In conclusion, concept mapping is seen as a tool that may support learning within an appropriate teaching ecology. Such an ecological perspective may require, for some, a re-conceptualization of the teacher's role in which teaching, learning and change are seen as integrated components of effective teaching.
TL;DR: In this paper, the authors identify students' alternative conceptions in science, plus any conceptions that could be categorized as scientifically acceptable, and investigate the nature of any possible relationship between these conceptions.
Abstract: Research has shown that students often appear to have multiple conceptions in science - they may apply one conception in one problem, and a different conception in another, related problem. The purpose of the present study was to identify students' alternative conceptions, plus any conceptions that could be categorized as scientifically acceptable, and to investigate the nature of any possible relationship between these conceptions. In individual interviews, 112 students from grades 6 and 10 were asked whether gravity acted upon a series of moving or non-moving objects in everyday situations. The majority of students displayed both scientifically acceptable conceptions and alternative conceptions. Their comments indicated that there was a relationship between these conceptions.
TL;DR: In a science methods course for elementary education majors, students investigated the phases of the moon for six weeks and found that scientists make observations and generate patterns, but failed to recognize that observation could precede or follow theory building as discussed by the authors.
Abstract: In a science methods course for elementary education majors, students investigated the phases of the moon for six weeks. The moon investigation emphasized that scientific knowledge: a) is empirically based; b) involves the invention of explanations; and c) is socially embedded. After the moon investigation, students realized that scientists make observations and generate patterns, but failed to recognize that observation could precede or follow theory building. Students could separate the processes of observing from creating explanations in their learning, but did not articulate the role of invention in science. Similarly, students valued the social dimensions of learning, but were unable to apply them to the activity of scientists. Although our teaching was explicit about students' science learning, we did not help them make direct connections between their science learning activities and the nature of science [NOS]. We provide a set of recommendations for making the NOS more explicit in the moon investi...
TL;DR: In this paper, the authors report on aspects of a three-phase study whose aim was to gather information on undergraduates' responses to the study of science, focusing on methodological issues arising from considerations of how to measure and analyse data on attitudes.
Abstract: This paper reports on aspects of a three-phase study whose aim was to gather information on undergraduates' responses to the study of science. The emphasis of this paper is on methodological issues arising from considerations of how to measure and analyse data on attitudes. The study draws on the methodology employed in an earlier study undertaken in Canada, the Views on Science-Technology-Society (VOSTS) study, applying the methodology in a new context. The first two phases involved the development and validation of an appropriate research instrument. The third phase involved using the instrument with students in the first year of study at a South African University. In additional to the quantitative data gathered, the students' responses on the instrument were used to develop in-depth 'profiles' of particular groups of students. This technique proved particularly effective in identifying areas for possible remedial action.
TL;DR: In this article, the authors explore the usefulness of the ontological categorization framework in investigating students' alternative conceptions of electric circuits and in developing a teaching strategy for promoting conceptual change in the learning of basic electric circuitry concepts.
Abstract: Chi (1992, 1993) Chi et al. (1994) suggests that many of the difficulties encountered by students in learning Physics concepts arise because they attribute the ontology of material substances to these concepts. These concepts are actually a special type of process - 'Constraint-Based Interactions' (CBI). Slotta and Chi (1996) reported on a study where a group of students explicitly trained in the CBI ontology showed significant gains over a control group in problem solving performance in eight simple electric circuit problems. This paper reports on a series of four studies which explore the usefulness of the ontological categorization framework in investigating students' alternative conceptions of electric circuits and in developing a teaching strategy for promoting conceptual change in the learning of basic electric circuitry concepts.
TL;DR: This article found that participants responded to relevant items in a two-tier diagnostic instrument in a think-aloud task more often than reasons (first tier) and used test-taking strategies not retrieval from memory to choose their reasons.
Abstract: The goal of this study was to understand how six college biology students complete the tasks of a traditional paper and pencil instrument designed to detect alternative conceptions about photosynthesis. Participants responded to relevant items in a two-tier diagnostic instrument in a think-aloud task. Responses to the traditional content question (first tier) were correct more often than reasons (second tier). However the participants' verbal data indicated that they relied upon test-taking strategies, not retrieval from memory, to choose their reasons. Some distractors caused participants to accept incorrect propositions being considered for the first time (rather than eliciting a misconception from extant knowledge). They also considered relevant exceptions and subtle language cues that justified their choices of incorrect reasons. Participants voiced concerns about the conscientiousness with which students complete such instruments. These findings raise concerns about the validity of using such instrum...
TL;DR: In this paper, the authors describe the Australian education system and the changes which have occurred in the provision of science education in primary and secondary education in recent years, including the introduction of science and technology as two of eight Key Learning Areas at the primary level.
Abstract: This paper describes the Australian education system and the changes which have occurred in the provision of science education in primary and secondary education in recent years. In particular, the introduction of science and technology as two of eight Key Learning Areas at the primary level is noteworthy in that it was the result of a national initiative in an education system which is State (and Territory) based. The enrolments in various science courses at the upper secondary school level are documented for the period 1980-1998. Trends in these enrolments are analysed in terms of the changing nature of the upper secondary school population, particularly with respect to retentivity and gender balance. Whilst considerable effort has been made to enhance the participation in science courses at the upper secondary level, little progress has been made in enrolments in comparison to the Year 12 cohort student numbers.
TL;DR: In this article, a study of Norwegian science textbooks for grade 8 indicates an individualistic image of science where individual scientists are discovering truth, through experiment, through individual scientists' beliefs.
Abstract: A study of Norwegian science textbooks for grade 8 indicates an individualistic image of science where individual scientists are discovering truth, through experiment. Scientific rationality is grounded in procedures of inquiry alone and not in debate and argumentation within scientific communities. The communal aspects of science tend to become visible in historical examples where science did not function properly due to prejudices or ignorance. Furthermore, science proper and school science are not differentiated between, and 'scientific knowledge about nature' and 'nature' are one and the same. The discourse identified is well suited to provide students with broad and general knowledge about natural and everyday phenomena. However, it is less suitable for teaching about the scientific enterprise in contemporary society. This is worrying for students' scientific literacy as future adults, as this dimension is essential for understanding the nature of science and for democratic citizenship in socio-scien...
TL;DR: In this paper, the authors discuss the existing dichotomy regarding the definition of weight and its implications in science education and discuss the history and epistemology of the weight concept and its present status in instruction and students' knowledge about weight.
Abstract: This paper discusses the existing dichotomy regarding the definition of weight and its implications in science education. The history and epistemology of the weight concept and its present status in instruction and students' knowledge about weight are reviewed. The rationale of the concept of gravitational weight, currently accepted in many textbooks, is critiqued. Two mutually related implications stem from this study in science teaching: a conceptual distinction between weight and gravitational force; and replacement of the gravitational definition of weight by the operational one. Both innovations may improve the quality of science education.
TL;DR: In this paper, the authors studied the relationship between the written theoretical content and its illustration, as well as the problems of comprehension of some images, and found that the images used to illustrate the phases of the moon are not, by themselves, sufficiently explanatory.
Abstract: The abundance of images concerning textbooks doesn't always facilitate the understanding of the concepts. In this study, the phases of the moon, the images shown in Primary and Secondary textbooks, the relationships between the written theoretical content and its illustration, as well as the problems of comprehension of some images, are studied. We worked with 78 students in the third year of a university teacher-training course. The images used to illustrate the phases of the moon are not, by themselves, sufficiently explanatory . Students haven't a clear idea of the Sun/Earth/Moon model and they lack some concepts with which to build it. They have also difficulty in expressing themselves in diagrams. Very strong inducements to attract attention are required in the written text, as well as specific instructions on the part of the teacher, if learning is to take place.
TL;DR: The IDEAS model replaced the time allocated for traditional reading/language arts instruction with a daily 2 hour time-block dedicated solely to in-depth science concept instruction which encompassed reading comprehension and language arts skills (eg concept focused teaching, hands-on activities, utilization of science process skills, reading of science print materials, concept map construction, journal writing).
Abstract: Summarized are research findings and policy implications obtained over a 5 year period (51 teachers, 1200 students) from the implementation of an in-depth expanded applications of science (IDEAS) model with average, above average, and at-risk students in grades 2-5 The IDEAS model replaced the time allocated for traditional reading/language arts instruction with a daily 2 hour time-block dedicated solely to in-depth science concept instruction which encompassed reading comprehension and language arts skills (eg concept-focused teaching, hands-on activities, utilization of science process skills, reading of science print materials, concept map construction, journal writing) The multi-year results revealed a consistent pattern of the model's effectiveness in improving both the science understanding (effects on the Metropolitan Achievement Test-Science ranged from 093 to 16 grade equivalents) and reading achievement (effects on the Iowa Test of Basic Skills-Reading and the Stanford Achievement Tests-Re
TL;DR: This paper described the trends in students' explanations of biological change in organisms and found that the majority of students were unable to offer a causal explanation of how a phenomena occurred, while most students prefered to redirect the interview question so they could answer them.
Abstract: This study describes the trends in students' explanations of biological change in organisms. A total of 96 student volunteers (8 students from each of 2nd, 5th, 8th, and 12th grades from 3 localities) were interviewed individually and each student was presented a series of graphics depicting natural phenomena. Students' explanations to questions of how something occurred were assigned to one of three categories (responses addressing how something occurred, why something occurred, and 'I don't know'). While the number of responses in each category was roughly equivalent in prominence across grade levels, the majority of students were unable to offer a causal explanation of how a phenomena occurred. An unexpected phenomenon was the students' predilection to redirect the interview question so they could answer them. If asked a how question, as they were in every interview instance, 32% the students answered with a 'why' response. The way biology is taught, the structure of biology or/and how we learn it coul...
TL;DR: In this article, the Informal Learning Opportunities Assay (ILOA) was developed to assess the wide variety of informal experiences a child may encounter, and the ILOA was administered to a total of 2128 middle and high school students and was found to provide a reliable assessment of informal learning opportunities.
Abstract: Learning that takes place outside the formal classroom, called informal learning, has been a difficult parameter to assess due to the heterogeneous nature of the subjects and everyday learning situations. To date, no instrument has been developed to effectively examine the wide variety of informal experiences a child may encounter. Central to this study was the development and field testing of such an instrument, the Informal Learning Opportunities Assay (ILOA). The ILOA was administered to a total of 2128 middle and high school students and was found to be ethnically neutral, easily scored, and flexible in design to accommodate practitioners and researchers. The instrument was found to provide a reliable assessment of informal learning opportunities.
TL;DR: In this paper, the authors used an action research approach to investigate how different modes of pre-laboratory preparation contribute towards a fruitful laboratory experience for first year students on an access programme, and they considered the experience to be fruitful if the students successfully acquired procedural understanding, communicative competence and were able to apply the conceptual understanding to make the purpose of the labs meaningful.
Abstract: This study uses an action research approach to investigate how different modes of pre-laboratory preparation contribute towards a fruitful laboratory experience for first year students on an access programme. We considered the experience to be fruitful if the students successfully acquired procedural understanding, communicative competence and were able to apply the conceptual understanding to make the purpose of the labs meaningful. A group of students was observed by participant observers during 1996. Data was gathered during laboratory sessions and from written pre-laboratory work. These data were analysed and changes were instituted in the running and conceptualization of the laboratory in the subsequent year. A group of students was again observed and data collected. Two important factors emerged from the analysis of the data. One finding was the importance of adequate student preparation for the laboratories, regardless of the mode of preparation employed. Another was that the ability to prepare dep...
TL;DR: This article used questionnaire surveys to explore the understanding of 170 practising primary school teachers, 120 primary trainees and 88 secondary science trainees in four areas: biodiversity, the carbon cycle, ozone and global warming.
Abstract: In the light of an increased concern for environmental education (especially in the context of sustainable development) in the UK, this study used questionnaire surveys to explore the understanding of 170 practising primary school teachers, 120 primary trainees and 88 secondary science trainees in four areas: biodiversity, the carbon cycle, ozone and global warming. A methodological innovation in this research was the prior identification of basic scientific explanations of each area for a primary teacher and the use of these as benchmarks for judging understanding. Knowledge of the component parts of these explanations was tested in the questionnaires. Hence the study was able to identify those underpinning science concepts which were well understood, and those which were not so well understood. The frequencies of several misconceptions, uncovered in earlier interviews and also included in the questionnaires, are also reported. It is suggested that both the basic explanations and the difficulties of unde...
TL;DR: This article conducted interviews with 12 Canadian preservice primary teachers who were interviewed on four occasions as they completed their postgraduate 2-year education degree and found that entry conceptions of good science teaching dominated and learning frameworks did not appear to change.
Abstract: What conceptions do student teachers hold about good primary science teaching? Do these conceptions change during preservice education? To determine answers to these questions, 12 Canadian preservice primary teachers were interviewed on four occasions as they completed their postgraduate 2-year education degree. The findings from these interviews are compared with a similar longitudinal Australian study, in which the nine preservice teachers were completing an undergraduate education award. Entry conceptions of good science teaching dominated and learning frameworks did not appear to change. Issues for teacher educators are raised about extending and changing student teachers' conceptions of effective practice.
TL;DR: This paper found that taking a high school course that limits coverage and concentrates more time in in in-depth study is associated with better performance in college physics courses, and concluded that efforts to ensure the success of women entering the physical sciences should concentrate on increasing the depth of most high school physics courses.
Abstract: Efforts to ameliorate gender disparity in pursuit of science careers in the USA have focused on equalizing girls' participation in pre-college science courses and out-of-school activities. Our examination of nearly 1500 US college students at 16 universities found that gender and preparation both have an impact on success in introductory college physics courses. In terminal, algebra-based physics females perform better than their male classmates. However, in calculus based introductory college physics courses, which are prerequisite to advanced study in many fields, women do significantly worse than their male counterparts with the same background. For both genders, taking a high school course that limits coverage and concentrates more time in in-depth study is associated with better performance in college physics. We conclude that efforts to ensure the success of women entering the physical sciences should concentrate on increasing the depth and reducing the vast coverage of most high school physics cour...
TL;DR: In this paper, the authors investigate the impact of an initial degree on student teacher conceptions of good primary science teaching and find a pattern of influencing factors with the student teachers' own practice often superseding most other influences.
Abstract: What do student teachers believe have influenced their images of good primary science teaching? Has completion of an initial degree had an impact on their conceptions of effective practice? To determine answers to these questions twelve Canadian preservice primary teachers were interviewed on four occasions as they completed their postgraduate two year education degree. The findings from these interviews are compared with a similar longitudinal Australian study, where eight of the nine preservice teachers were school leavers. A pattern of influencing factors is reported, with the student teachers' own practice often superseding most other influences. The specific effect of field experience factors is described. Issues for teacher educators are raised about how to change conceptions of effective practice as well as questions about the impact of an initial degree on student teacher conceptions.