This study is a synthesis of practice and research related to the use of behavior analysis to train science teachers. An idealized model (derived from practice) for training science teachers is presented first. Then research related to the categories of the model is reviewed and synthesized. To do this, all available studies on the topic were classified by the type of treatment used to influence the teaching behaviors. The results were meta‐analyzed. The effectiveness of training procedures fell into the following order, from lowest to highest: (1) study of an analysis system and self analysis; (2) observing models; (3) analyzing models; and, (4) practice and analysis with feedback. Science educators are encouraged to use the procedures outlined in the model to train better teachers. These results support the idealized model.
The purpose of this research was to search for a learning hierarchy among skills comprising formal operations and the integrated science processes. Ordering theoretic and probabilistic latent structure methods were used to analyze data on five process skills and six logical thinking skills collected from 700 science students. Both linear and branching hierarchical relationships were identified within and across the two sets of skills. Most of them fit the logical hierarchies which have guided curriculum development and classroom practices in the past. But a few run counter to our present logic and understanding of these skills.
Please note the following error in the above article.
On page 22, the formula should not include the superscripts "-1/2" and should appear as follows:S, = 4 and ES = t 4 ( l / n t l / n ) .
lntraductlonThe development of interaction and strategy analysis systems has spurred a fair amount of research on the relationships between the level of interaction within classrooms and such variables as student achievement and attitude toward the class. The results of much of this research can be summarized by saying that differences in achievement and attitude seem to be in favor of or related to indirect teaching strategies (e.B., Amidon & Flanders, 1970;LaShier & Westmeyer, 1967; Shymansky BC Matthews, 1974;Wolfson, 1973). Yeany's (1975) review of the literature on the subject offers a broad sample of results in achievement and attitude that can be attributed to differences in teaching style. If one places faith in these findings, it would seem that the literature carries a mandate for preservice education classes to encourage and train teachers in the use of indirect teaching strategies.The concept of directness or indirectness of teaching strategy has been represented by Anderson et al. (1974) using the following behavioral hierarchy: Direct Verbal 1. Exposition of facts (lecture) 2. Giving directions or opinions 3. Asking lhdting questions 4. Demonstrations 5. Student exercises ("cook book'? 6. Asking open-ended questions 7. Teacher response to student questions 8. Teacher guidance. and probing 9. Teacher-planned open-ended investiQiatims Direct Nonverbal Indirect Verbal Indirect Nonverbal 10. Studen t-planned investigations The above hierarchy of teaching strategies forms the basis of the Teaching Strategies Observation Differential O D ) which was used as a treatment and measurement tool in this reSKWCh.This study was designed to assess the effects of model viewing in conjunction with systematic teaching strategy analyses on preservice teachers' selection of science teaching strategies and their attitude toward the role of the pupil in science class.
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The objective of this study was to identify the relationship between the type and quality of science teaching strategy and student engagement. Teachers and their students in middle and high schools were observed on ten occasions. A total of 60 observations were made of all teachers and ten of each of their students. During each observation period, the type and quality of implementation of teaching strategy was identified and student engagement was rated. Data collected were examined by regression analyses. The results indicated that the type and quality of implementation of teaching strategies did significantly and positively relate to student engagement. Analyzed individually, the type of teaching strategy predicted 12 per cent of the variance in engagement, while the quality of teaching strategy predicted 35 per cent. Overall, the type and quality of teaching strategy predicted 37 per cent of the variance in engagement. The data also showed that the more indirect the teaching strategy, the greater the students' involvement in learning tasks.
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