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1.
The study investigated the structure and development of formal thought among tenth-, eleventh-, and twelfth-grade students. The subjects of the study were the total numbers of students attending the science, the economic, and the other sections of two higher secondary schools. Students' performance on a standardized Test of Logical Thinking (TOLT) was used as a measure of their cognitive abilities related to control of variables, proportional, probabilistic, correlational, and combinatorial reasoning. Students attending the different sections of study had significantly different TOLT performance, older students exhibited significantly better TOLT performance than younger ones, and boys performed significantly better on TOLT than girls did. The “rate” of development was, however, different for different reasoning modes and differences in school achievement between boys and girls did not tap differences in TOLT performance. Regression analysis showed that section of study, gender, grade level, and measures of school achievement contributed significantly to the prediction of TOLT performance. Factor analysis of performance on the ten TOLT items (two items from each reasoning mode) produced a two- and three-factor solution for the sample of boys and the sample of girls, respectively. The results indicate that different theoretical perspectives should be considered when evaluating cognitive development and that learning environments conducive to cognitive growth need to be designed and implemented.  相似文献   

2.

The use of the 'Cognitive Acceleration through Science Education' (CASE) intervention programme was explored in Malawi to see if the critical period for cognitive transition from concrete operations to formal operations at 12-14 years of age actually exists. The older pupils (16-17 years of age) in secondary school classes in Malawi made similar cognitive gains to younger English pupils after being taught CASE for 2 years. This was taken to suggest that the critical period does not exist. However, in Malawi, girls, who are on average a year younger than boys in the same class, and older boys, had lower academic achievement than younger boys. Explanations for this age and gender interaction are explored.  相似文献   

3.
Males are often found to outperform females in tests of mathematics achievement and it has been proposed that this may in part be explained by differences in cognitive style. This study investigated the relation between Wholistic-Analytic and Verbal-Imagery cognitive style, gender and mathematics achievement in a sample of 190 Australian primary school students aged between 8–11?years (M?=?9.77, SD?=?1.05). It was hypothesised that males would outperform females in mathematics achievement tests, and that gender would interact with cognitive style on mathematics performance. A significant gender/cognitive style interaction was found. Boys with an Analytic/Imagery style achieved significantly higher results than the girls with an Analytic/Imagery style, supporting the contention that certain cognitive styles affect boys and girls mathematics performance differently. Implications of results and strategies for improving mathematics achievement among girls are discussed.  相似文献   

4.
Thinking Science is a 2-year program of professional development for teachers and thinking lessons for students in junior high school science classes. This paper presents research on the effects of Thinking Science on students’ levels of cognition in Australia. The research is timely, with a general capability focused on critical thinking in the newly implemented F-10 curriculum in Australia. The design of the research was a quasi-experiment with pre- and post-intervention cognitive tests conducted with participating students (n?=?655) from nine cohorts in seven high schools. Findings showed significant cognitive gains compared with an age-matched control group over the length of the program. Noteworthy is a correlation between baseline cognitive score and school Index of Community Socio-Educational Advantage (ICSEA). We argue that the teaching of thinking be brought into the mainstream arena of educational discourse and that the principles from evidence-based programs such as Thinking Science be universally adopted.  相似文献   

5.
A one-year lag was found between the effect of an intervention intended to promote formal operational thinking in students initially 11 or 12 years of age and the appearance of substantial science achievement in the experimental groups. A one-year lag was also reported on cognitive development: Whereas at the end of the two-year intervention the experimental groups were up to 0.9σ ahead of the control groups, one year later the differential on Piagetian measures had disappeared, but the experimentals now showed better science achievement of even greater magnitude. Although the control groups showed normal distribution both on science achievement and cognitive development, the experimental groups showed bi- or trimodal distribution. Between one-half and one-quarter of the students involved in the experiment in different groups showed effects of the order of 2σ both on cognitive development and science achievement; some students appeared unaffected (compared with the controls), and others demonstrated modest effects on science achievement. An age/gender interaction is reported: the most substantial effects were found in boys initially aged 12+ and girls initially 11+. The only group to show no effects was boys initially aged 11+. It is suggested that the intervention methods may have favored the abstract analytical learning style as described by Cohen 1986.  相似文献   

6.
Cognitive preferences of Israeli 12th grade students were studied as part of the Second IEA Science Study. It was found that during the last ten years Israeli students have become more oriented toward application. Higher sociocultural status, higher achievement in science, liking of science studies, more time devoted to science homework, and intentions to study science in college were all associated with a higher preference for principles and critical questioning as well as with a lower preference for recall. Science majors compared with non-science majors exhibited a higher level of intellectual curiosity. There were no differences between cognitive preferences of boys and girls.  相似文献   

7.
The paper presents the main results of nearly nine years of a follow-up study. All Slovene secondary school students, who in scholastic year 1975/76 were in the last class of at least four-year secondary schools were followed-up during higher education from 1976/77 to 1983/84. Study efficiency is analyzed by gender, family educational background, type of secondary school, delay of the first enrollment, abilities, early scholastic achievement and regional development.  相似文献   

8.
The current 5‐year longitudinal study examined the effects of middle school bullying and victimization on adolescent academic achievement, disciplinary referrals, and school attendance through high school (N = 2030; 1016 both boys and girls). Greater engagement in bullying behaviors was concurrently associated with lower achievement and school attendance for girls and higher levels of disciplinary problems, and, for girls, predicted increases in disciplinary referrals through high school. Victimization was unrelated to school adjustment difficulties when controlling for bullying. Moreover, academic achievement was longitudinally associated with disciplinary referrals and school attendance. These findings outline concurrent school adjustment difficulties associated with engagement in bullying behavior, the longer‐term behavioral ramifications for girls, and the relations of behavioral and academic development from middle school to high school.  相似文献   

9.
Drawing on early research on parental involvement and its effect on children's school functioning, it was hypothesized in this study that parents’ educational involvement is positively related to two indicators of school functioning: academic self‐competence and academic achievement. However, in light of research on the distinction between parents’ home‐ and school‐based educational involvement in terms of their different provisions of parents’ school‐related support, this study examined the relationship between each of these two bases and two adolescent outcomes: self‐evaluation (consisting of global self‐worth and scholastic self‐evaluation) and school‐reported academic achievement. Analyses using structural equation modeling (SEM) on data collected from 397 (187 girls) Israeli seventh‐graders (first year of junior high school) confirm the distinction between home‐ and school‐based parental involvement and their different links to adolescent outcomes. SEM analyses carried out separately for girls and boys showed positive links between home‐based parental involvement for girls and parent's volunteering for boys and global self‐worth. This analysis also showed direct negative links between school‐based parental involvement and academic achievement for boys. The discussion addresses these differences and their implication for the school experiences of young adolescents in the wake of the transition to junior high school.  相似文献   

10.
Inquiry is seen as an integral part of science education in the USA; however, few American science programs explicitly focus on the higher order thinking skills that are the precursors to inquiry. In this paper, Australian researchers report the result of using a version of the Cognitive Acceleration through Science Education (CASE) program in a school district in Oregon (USA) to address teacher-identified concerns about student competence in scientific inquiry. The substantial effect of CASE on British children’s cognitive development and scholastic achievement has been demonstrated convincingly since its inception in the United Kingdom in 1981. The Oregon CASE project was not a mere replication of the original British CASE research: different instruments were employed, and both the measures of cognitive level and student achievement were Rasch-calibrated. The Oregon CASE teachers received comparatively less professional development than did their British counterparts. Neither did they deliver the entire intervention. The results of the study suggest that many of the benefits of CASE still apply when the intervention is conducted in a sub-optimal setting. Cognitive growth was apparent in participating students and high correlations were found between cognitive level and results in some state-mandated tests.  相似文献   

11.
This study investigated the development of academic self-concept and language achievement from Grade 7 to Grade 12 by repeated assessment of 2826 Flemish adolescents in 50 secondary schools. Latent growth curve modeling showed that both girls and boys experience a declining academic self-concept during the period of secondary education and that girls declined at a faster rate. Furthermore, girls were shown to have an increase in Dutch language achievement over time, whereas boys showed a decrease in middle years, followed by an increase from Grade 9 on. The multivariate multilevel growth curve model suggested that the evolution of academic self-concept was not related to the evolution in achievement, neither at the individual level, nor at the school level. There is, however, a positive relation between students’ academic self-concept and their achievement, the magnitude of which decreased throughout secondary school. At the school level, the correlation is small, but also positive, except for the girls from Grade 10 on. The results are discussed in relation to the reciprocal effects model and the developmental perspective regarding the self-concept/achievement relation.  相似文献   

12.
The purpose of this research was to investigate the utility of dynamic assessment (DA) in identifying a group of twice-exceptional students who exhibited mathematical giftedness and specific learning disabilities (MG/LDs). A quantitative method was applied by a multidisciplinary team to identify 30 students (16 girls and 14 boys) in the fifth and sixth grades, aged 10 years to 11 years 11 months, at three public elementary schools in Amman, Jordan. The findings of the dynamic mathematics assessment showed (a) a high variance in performance between the pre- and posttests and (b) a lack of relation with conventional static assessment (e.g., mathematics achievement tests and the arithmetic subtest in the Wechsler Intelligence Scale for Children, Jordanian version). DA was found to be beneficial for elementary school boys and girls and to affect their mathematics achievement to the same extent. No group differences were observed between low and high achievers in their learning potential as revealed by their performance on DA.  相似文献   

13.
The purpose of the study was to investigate how grading in primary school affected students’ achievement measured by grades in 7th, 8th and 9th Grade and educational attainment in upper secondary school (12th Grade), and how the effect varied as a function of students’ cognitive ability, gender and socio-economic status. The data derived from the Evaluation Through Follow-Up (ETF) longitudinal project containing information on students who received grades in Grade 6 and students who did not. The subjects were 8558 students born in 1967. A quasi-experimental design was applied where multiple growth and logistic models were fitted to data. The result showed a main significant negative effect of grading on subsequent achievement (Grade 7–9) and there were important differential effects: graded low-ability students received lower subsequent grades through Grades 7–9 and had lower odds to finish upper secondary education, compared to ungraded low-ability students. The gender difference seems to increase over time: graded girls achieve higher grades throughout Grades 7–9 and had higher odds to finish upper secondary education, compared to ungraded girls and graded and ungraded boys.  相似文献   

14.
The study investigated the differences related to formal reasoning abilities among students attending different sections of the upper cycle of secondary schools in Cyprus. The subjects of the study were twelfth‐grade students from 21 intact classes (227 boys and 242 girls). These classes were randomly selected among the 36 twelfth‐grade classes of four schools in a town of Cyprus. The sample of students represented the science section, the economic section and the “unified” section consisting of sections following common curricula in science and mathematics. Students’ performance on a standardized Test of Logical Thinking (TOLT) was used as a measure of their cognitive abilities related to control of variables, proportional, probabilistic, correlational and combinatorial reasoning. The students of the “unified” section had lower performance than the students of both the science and the economic section on all cognitive measures, and female students had lower performance than male students on cognitive measures related to control of variables and probabilistic reasoning. Multiple regression analysis between performance on TOLT and gender, section of study, and measures of school achievement showed that gender, section of study, achievement in mathematics, and grade point average, but not achievement in science and Greek language, contributed significantly to predicting performance on TOLT. Observed differences related to measures of school achievement either among the subjects of the three sections or between male and female students did not correspond to differences related to cognitive measures. Factor analysis of performance on the ten TOLT items (two items from each reasoning mode) produced a two‐factor solution. There were also significant differences in students’ performance between items related to the same or different reasoning mode. The results of the study cast doubt on the appropriateness of the existing curricula or their implementation and indicate that different theoretical perspectives should be considered when evaluating cognitive development.  相似文献   

15.
The objectives of this study were to determine whether middle school students' writing self-efficacy beliefs make an independent contribution to the prediction of their writing competence and to explore grade level and gender differences in writing self-beliefs (N = 742). Writing self-efficacy was the only motivation construct to predict writing competence in a model that included writing self-concept, writing apprehension, perceived value of writing, self-efficacy for self-regulation, previous writing achievement, gender, and grade level. Girls were more competent writers than were boys, but there were no gender differences in writing self-efficacy beliefs. However, when students were asked whether they were better writers than their peers, girls expressed that they were better writers than were other boys or girls in their class or in their school to a greater degree than did the boys. These findings suggest that girls and boys may use a different metric when responding to traditional self-efficacy scales. Students in Grade 6 reported higher self-efficacy and found writing more valuable than did their older peers, and students in Grade 7 reported lower writing self-beliefs than did students in Grades 6 or 8.  相似文献   

16.
About 9,000 West German students representing the whole range of academic aptitude were examined at the beginning of their 13th school year. A general scholastic aptitude test was administered, and school marks and information on the pupils’ extracurricular interests and activities recorded. A group of highly gifted students was defined in terms of exceptional performance both in school and on the scholastic aptitude test. The extracurricular activities of this group were compared with those of the representative group. The popular hypothesis that superior cognitive giftedness and outstanding achievement in school go with an ‘impoverishment’ of extracurricular activities was not supported: In most areas a larger percentage of the highly gifted than of the reference group were actively involved. Furthermore, the range of individual activities was somewhat broader among the top students than among the representative group.  相似文献   

17.
Two thousand and sixty‐five 11‐year‐olds in their first term at secondary school were given a variety of attitude and achievement tests. Overall both girls and boys had positive attitudes to science but there were substantial sex differences‐‐boys were much keener than girls to learn about physical science, and girls were keener than boys to learn about nature study and human biology. Boys had much greater experience than girls of tinkering activities, but girls had more experience of biological science activities. Boys were much more likely than girls to see science as a masculine preserve. At this age attitudes to science were virtually unrelated to achievement in science‐ and technology‐related areas. One important exception to this is that girls who saw science as masculine tended to perform worse on the cognitive tests.  相似文献   

18.
Students' different perceptions of task values influence their learning experience and achievement in physical education. Framed using the subjective task value construct, this study was conducted to determine the extent to which male and female Chinese middle schoolers with different body sizes differed in their perception of the task values. A second goal of the study was to identify the extent to which the task values along with gender and body size predicted students' performance on knowledge and physical skill tests. Data from a random sample of students (N = 860) from eight Chinese middle schools revealed that the boys appreciated intrinsic (p = .001) and utility values (p = 02); both boys and girls, however, equally appreciated the attainment value (p = .73). The boys performed better in physical skill tests than the girls (p = .001), whereas the girls scored higher in knowledge tests than the boys (p = .04). Regression analyses revealed that gender is the only predictor for performance on both knowledge and skill tests. Utility value and body size were predictors for skill, not for knowledge. These findings indicate that Chinese middle school boys and girls differed in valuing and achieving in physical education. The findings imply that Chinese boys need to strengthen cognitive learning and girls need to strengthen psychomotor skill development in physical education.  相似文献   

19.
Gender differences in mathematics are well‐documented. This article reports the results of a longitudinal study on the development of mathematics achievement and choice behaviour of both boys and girls between 12 and 15 years of age in higher general secondary education. First of all, it is shown that there are differences in the development of mathematics achievement between schools. There are, however, no gender‐related differences between schools in these development patterns. The main issue is that differences in choice behaviour between boys and girls can only partially be explained by differences in mathematics achievement. It therefore seems worthwhile to assess the role of schools in this process. Results indicate that schools neither differ in gender differences in choice behaviour, nor in their potential to transform initial achievement differences between boys and girls into an inclination to choose mathematics as a final examination subject. In other words: differential school effects in terms of gender‐specific school effects could not be demonstrated.  相似文献   

20.
This paper presents research on the effects of a cognitive acceleration intervention in science lessons on low socioeconomic students in a government high school in regional Western Australia. Thinking Science Australia is a programme currently being implemented in Australian junior high school classes. The research was conducted for over two years as a case study in one school with students as they entered high school in Year 8 (n?=?71). Findings show that significant cognitive gains were made, with concomitant improvement in the state-wide testing in science when participating students were in Year 9, aged 13 and 14. Teachers reported changes to the ways they teach and described the challenges in implementing the intervention programme.  相似文献   

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