Natural Science Course Research Articles

Closing the Knowledge Gap Between Scientist and Nonscientist

Closing the Knowledge Gap Between Scientist and Nonscientist

Disciplinary Differences in Self-Regulated Learning in College Students

The personal attributes of self-regulated learning are often described in terms of knowledge base, adaptive motivational beliefs, and appropriate use of cognitive and metacognitive strategies for learning. These attributes are usually assumed to apply across all disciplines and contexts, but there has been little research that has examined the disciplinary differences in these personal attributes of self-regulated learning. The present study examined college students’ knowledge, motivation, and self-regulatory learning strategies in humanities, social science, and natural science college courses. The sample included 380 college students from three different institutions. Students were given a measure of their course knowledge and a self-report measure of their motivational beliefs and use of self-regulatory strategies at the beginning and end of the semester. Three levels of achievement were created from final course grade and ANOVA's were used to examine the differences in knowledge, motivation, and self-regulation by achievement level and discipline. The results suggest that the components of knowledge, motivation, and self-regulation do distinguish high from low achievers in social and natural science courses, but not in the humanities courses. Results are discussed in terms of the generalizability of our models of self-regulated learning across disciplines and implications for measuring self-regulated learning in different disciplines.

Gerontology Across the Curriculum

This article describes a faculty development workshop and the natural science, science and humanities courses that were revised by ten faculty participants one week after the workshop at a minority institution of higher education. The workshop provided information about andragogical considerations for teaching older adults (i.e., physical aspects of environments that will foster learning for older adults), and biological, physiological, psychological and aspects of aging with a specific focus on the Black elderly. Deemed as the most beneficial presentation by participatns was social aspects of aging. Overall, the workshop proved to be an effective way to enhance the existing curriculum, and to provide linkages and resources to community-based service providers for faculty.

Through the Lens of Mathematical/Scientific Self‐Schemas: Images of Students' Current and Possible Selves1

Two studies identified university students whose mathematical, scientific networks of cognitive associations function either as a positive self‐schema, a weak or nonexistent self‐schema, or a negative self‐schema. Schematicity tendency was significantly related to both current and possible self elements. In Study 1, subjects’ mathematical, scientific self views were positively associated with preferential recall of schema‐relevant material. Both recall and item extremity signaled the presence of a global, positive or negative, math/science self‐schema, a conclusion supported by negative schematic subjects' significantly lower math test scores. However, aschematics, with math test performance very similar to positive self‐schematics, were much less likely than positive schematics to enroll in mathematics, statistics, computing, and natural science courses. In Study 2, standardized math/science trait item endorsements and response latencies were used to form double cross‐validated self‐schema clusters. Positive and negative schematics were more confident than aschematics in “me, not‐me” math/science self‐descriptions, and in possible math/science careers. Both intentions to take more mathematics and total courses subsequently taken were greater for positive than negative schematics. Implications for gender‐related issues, interventions, and instruction in academic domains are discussed.

The Place of Mathematics and Science in Undergraduate Psychology Education

A national survey of psychology departments (N = 520) revealed that their institutions' general education programs require that undergraduates take an average of one course in mathematics (algebra or above) and two natural or physical science courses. Requirements for BA and BS degrees were nearly identical. Some psychology departments are attempting to increase the scientific literacy of their majors through a variety of course and proficiency retirements. Two recommendations for further research concerning mathematics and science education are offered.

Using an authoring system to facilitate student-centered discovery oriented learning

Introductory students “brainstormed” experiments on subliminal messages and behavior, then evaluated them in terms of ethics, practicality, measurement, and control. The instructor used Authorware Professional and a Macintosh IIcx to implement five student-generated experiments in which students served as subjects. The pedagogical rationale for the exercise was to give students a sense of investment and ownership in the process of scientific inquiry, to “create a demand” for knowledge of statistics and experimental methods, and to make a convincing case for empiricism as a way of knowing. The exercise generated enthusiasm, produced meaningful discussions, and increased students' understanding of experimentation, measurement, control, and statistics. It was concluded that providing students with this experience would not have been possible without a sophisticated authoring system, and that this student-centered discovery oriented approach may be used effectively in a number of natural science and social science courses where on-line experimentation is appropriate.

ASSESSING PERSEVERANCE IN STUDIES AT THE OPEN UNIVERSITY OF ISRAEL

Abstract This study purported to identify major factors which influence perseverance in studies at a distance teaching university with an open admission policy. The results indicate that: students who study in organised groups and get weekly tutorials have a higher perseverance rate as compared to students who study in the regular framework which provides tutorials every three weeks; veteran students have a greater chance to complete courses successfully as compared to novice students; and the success rate in liberal arts and social science courses is considerably higher as compared to natural science and mathematics courses. On the other hand, the factors of age, sex and previous level of education do not have an impact on perseverance and success in studies.

Proposition 48 and User Education for Athletes

At the 1983 winter meeting of the National Collegiate Athletic Association (NCAA), Proposition 48 (P48) was enacted as an initial step in reforming the state of collegiate athletics. Proposition 48 has two components: P48 and P48B. The first component states that 1) incoming first‐year students must have attained at least a 2.0 grade point average in eleven “core” college preparatory courses, which must include three English courses, two math courses, two social science courses, and two natural or physical sciences courses (including one lab section); and 2) incoming first‐year students must score at least seven hundred on the SAT or fifteen on the ACT. P48B states that 1) first‐year students who do not meet the minimum grade requirements of P48 may still enroll in the university of their choice if accepted; 2) first‐year students who do not meet the minimum requirements of P48 are ineligible for athletics their first year; 3) they will have three years of eligibility remaining provided their academic progress is satisfactory during their ineligible year. The rulings, which stipulate that the nation's 277 Division I college and universities meet the requirements, became effective in August 1986. P48 has thus taken a small step in communicating to high school and college athletes that they must do well academically if they wish to receive athletic scholarships.

A Reexamination of the Relationship of High School Psychology and Natural Science Courses to Performance in a College Introductory Psychology Class

Controlling for possible confoundings in a recent study (Carstens & Beck, 1986), we found that completing a high school psychology class was not related to performance in a college introductory psychology course but a strong background in high school natural science was related to higher grades in the course, especially in the section dealing with topics closely related to natural science. An explanation in terms of the congruence of the scientific–experimental focus of the natural science courses and the college psychology course is suggested.

The Relationship of High School Psychology and Natural Science Courses to Performance in a College Introductory Psychology Class

This study assessed the relationship between high school psychology and natural science classes and subsequent performance in a college introductory psychology course. After removing the variability due to SAT scores, both high school psychology and high school natural science courses were significantly related to precourse knowledge of psychology. High school psychology was not significantly related to final grades. However, students with strong backgrounds in high school natural sciences obtained higher final grades than students with less preparation.

Um ikki at flyta annan fótin fyrr enn hin stendur tryggur

Føroya Fróðskaparfelag (Societas Scientiarum Færoensis) was established in 1952. Ever since the Society has published the annual Fróðskaparrit (Annales Societatis Scientiarum Færoensis) with articles on all branches of knowledge.
 In its early days the Society concentrated on collecting linguistic material and preparing dictionaries. A language advisory board, Málstovnurin, was established in 1958. A book exchange arrangement was made with institutions in many countries, and thus a comprehensive and valueable collection of scientific literature was provided.
 In 1964 the Society arranged the first course in Faroese language and literature for schoolteachers and other students. At the same time the Museum of Natural History arranged courses in natural sciences. The outcome of these activities was the foundation of an institution of higher education, and this was achieved when, in 1965, the Fróðskaparsetur Føroya (Academia Færoensis) was established with the object of undertaking research and higher education. Today there are three departsments: the department of Faroese language and literature, the department of natural sciences, and the department of theology.Nine fulltime teachers are responsible for the 2-year courses given at three departments. In this article the history of the Society and the Academy is outlined since their establishment.
 Two men are regarded the pillars of both the Society and the Academy: Hanus Debes Joensen, dr. med., and Jóannes Rasmussen, dr. scient. h.c.

Social Issues: Science, Technology and Public Policy

With the support of a grant from the National Science Foundation, the Social Science Education Consortium of Boulder, Colorado, is developing and field testing ten role-play learning activities designed to enhance students' understanding of public policy issues involving science and technology. The activities are designed for use in secondary-level (grades 10–12) natural science and social science courses. This three-year project, entitled Creative Role-Playing Experiences in Science and Technology (CREST), is based on the belief that citizens require both an understanding of issues and decision-making skills in order to reach responsible public policy decisions. This article presents a detailed rationale for the development of the project materials, outlines the phases of project development, and briefly discusses the content of one exemplar activity.

Circumventing Newton: A study in scientific creativity

Is there a parallel between the creative work of Newton and of Beethoven? This question provides the background for a specific case study in a natural sciences course for nonscience students. The case study shows how Kepler’s three laws can be derived either from the standard Newtonian concepts, or alternatively from conservation laws. The latter approach does not use concepts of force or inertial straight-line motion. By demonstrating an alternative physical framework to explain certain basic celestial phenomena, Newton’s accomplishment becomes more personally his own. There is no necessity in nature that the Newtonian world system had to be found. Newton’s Principia is a personal achievement that places him in the same creative class as Beethoven or Shakespeare.

The first geological lecture course at the university of London, 1831

Summary The first professors at the newly-established London University (later University College London) were appointed in 1827, but a chair in geology was not created there until 1841. In the intervening years, teaching in geology and palaeontology was included in other natural science courses. Early in 1831, John Phillips, keeper of the Yorkshire Museum at York, was prompted to give a formal course of geological lectures and subsequently he was informally offered the professorship, which he declined.

SELF‐RATINGS OF COLLEGE TEACHERS: A COMPARISON WITH STUDENT RATINGS

College teachers’ self‐ratings were investigated in this study by comparing them to ratings given by students. The sample consisted of 343 teaching faculty from five colleges; these teachers, as well as the students in one of their classes, responded to a 21‐item instructional report questionnaire. Teacher self‐ratings had only a modest relationship with the ratings given by students (a median correlation of .21 for the items). In addition to the general lack of agreement between self and student evaluations, there was also a tendency for teachers as a group to give themselves better ratings than their students did.Discrepancies between individual teacher ratings and ratings given by the class were further analyzed for: (a) sex of the teacher (no difference found); (b) number of years of teaching experience (no difference); and (c) subject area of the course (differences noted for natural science courses vs. those in education and applied areas).

SELF‐RATINGS OF COLLEGE TEACHERS: A COMPARISON WITH STUDENT RATINGS

ABSTRACTCollege teachers' self‐ratings were investigated in this study by comparing them to ratings given by students. The sample consisted of 343 teaching faculty from five colleges; these teachers, as well as the students in one of their classes, responded to a 21 item instructional report questionnaire.Correlating teacher responses to each item with the mean class responses (across the 343 classes) disclosed a modest relationship between the two sets of evaluation: a median correlation of .21 for the items. In addition to the general lack of agreement between self and student evaluations, there was also a tendency for teachers as a group to give themselves better ratings than their students did. Comparisons between student and faculty responses were also made across items, and a rank correlation of .77 indicated a good deal of similarity in the way the two groups rank ordered the items.Discrepancies between individual teacher ratings and ratings given by the class were further analyzed for: (a) sex of the teacher (no difference found); (b) number of years of teaching experience (no difference); and (c) subject area of the course (differences noted for natural science courses vs. those in education and applied areas).Among other conclusions, the results of this study would argue for the collection of student ratings to supplement self‐ratings.

The Effect of the St. Andrews College Natural Science Course upon Critical Thinking Ability

The Effect of the St. Andrews College Natural Science Course upon Critical Thinking Ability

Evaluation in unified science: Measuring the effectiveness of the natural science course at the university of Chicago high school

Evaluation in unified science: Measuring the effectiveness of the natural science course at the university of Chicago high school

Computers and the Nonscience Major

A natural science course for nonscience majors used the digital computer in teaching classical mechanics. The advantages of using the computer in physics courses for both science and non-science majors are discussed.

Variability in grading practices of instructors of a multiple‐section natural science course

Variability in grading practices of instructors of a multiple‐section natural science course