A study of self‐perceptions among elementary school students exposed to constrasting teaching strategies in science

Shymansky, James A.; Matthews, Charles C.; Good, Ronald G.; Penick, John E.; Kolebas, Patricia R.; Allen, Thomas E.

doi:10.1002/sce.3730580307

Cited by 6 publications

(5 citation statements)

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“…It is also questionable whether or not watching someone else do somethmg successfully will enable a student to proceed with greater success in future novel situations. The study by Shymansky et al (1974) suggests that students exposed to a "watch how its's done" strategy tend to become less self-reliant and confident in novel problem-solving circumstances. The study provides evidence to suggest that this model reinforces children's concept of problem solving, but only as applied to someone else and not themselves.…”

Section: Author3 Responsementioning

confidence: 99%

Comment on “student behavior and self‐perception”

1978

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Section: Author3 Responsementioning

confidence: 99%

Comment on “student behavior and self‐perception”

1978

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“…Students attending this school are selected by a predetermined formula to insure a sample representative of the population of Florida at large. Student responses to items contained in Self-Perceptions in Science-I1 (SPS-11) (Shymansky et al, 1974) and observations made using the Science Cumkulum Assessment System (SCAS) Classroom Interaction Categories-Student Behaviors (Matthews et al, 1974) (see Table I) provided the data for the study.…”

Section: The Studymentioning

confidence: 99%

“…SPS-I1 items have been reported to have an internal consistency rating of 0.79 using the Kuder-Richardson formula (KR-20) (Shymansky et al, 1974). Content validity for the test items was established by expert judges.…”

Section: The Studymentioning

confidence: 99%

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A study of student classroom behavior and self‐perception as it relates to problem solving

et al. 1977

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IntroductionOver the years, educators have been almost unanimous in their opinion that enhancement of student self-image leads to increased levels of performance and achievement at all levels. Although much of the basis for this position has been and continues to be intuitive in nature, studies of self-concept and learner characteristics such as those found in a review by Wylie (1961) tend to support the position stated above.The study described in this report was designed to investigate the relationship between that aspect of student self-perception associated with problem solving and the behavior exhibited by a student in the elementary school science classroom. BadcgroundResearchers have delved into the question of how student self-image (self-concept) is affected by different factors in the learner's environment. Brookover and his associates (1965) found that the self-concept of junior high school students was very heavily affected by parent expectations and only minimally affected by school counselors. A study by Staines (1956) showed that classroom atmosphere and, more specifically, teacher comments and interactions with students, had a profound effect on student self-concept.In the elementary school science classroom, Shymansky and co-workers (1974) found that the teacher's classroom behavior in an activity-centered science program produced significant changes in the way the children perceived themselves when dealing with science activities over an eight-month period. Certain combinations of teacher behaviors appeared to cause students to shift their view of their role when dealing with problems involving science materials and activities. Where teachers exhibited highly directive and evaluative behaviors, students generally assumed very dependent roles in problemsolving situations involving science materials and activities. Classrooms in which the teacher exhibited nondirective and nonevaluative behaviors appeared to cause students to become more independent and activityariented in the science problem situations.Findings in the area of self-perceptions appear to have direct implications for all 191

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“…TS students were overheard saying such things as: Dependency states developed in the TS students appear to carry over into attitudes held about science in general. Creation of authority figures the idea that there is a right answer for everything was cited as a possible explanation for the peculiar attitudes toward science formed by TS students (7). The TS students appeared to develop a system of "double standards" with regard to science.…”

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confidence: 99%