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Gender Differences in Motivation and Strategy Use in Science: Are Girls Rote Learners?
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Meece, Judith L.; Jones, M. Gail – Journal of Research in Science Teaching, 1996
Examines gender differences in fifth- and sixth-grade students' self-reports of confidence, motivation goals, and learning strategies in whole-class and small-group sessions. Overall, results reveal few gender differences and indicate that students report greater confidence and mastery motivation in small-group lessons. Contains 55 references.…
Descriptors: Academic Achievement, Elementary Secondary Education, Gender Issues, Learning Motivation
A Meta-Analysis of National Research: Effects of Teaching Strategies on Student Achievement in Science in the United States
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Schroeder, Carolyn M.; Scott, Timothy P.; Tolson, Homer; Huang, Tse-Yang; Lee, Yi-Hsuan – Journal of Research in Science Teaching, 2007
This project consisted of a meta-analysis of U.S. research published from 1980 to 2004 on the effect of specific science teaching strategies on student achievement. The six phases of the project included study acquisition, study coding, determination of intercoder objectivity, establishing criteria for inclusion of studies, computation of effect…
Descriptors: Test Format, Test Content, Academic Achievement, Meta Analysis
Learning Environment, Motivation, and Achievement in High School Science.
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Nolen, Susan Bobbitt – Journal of Research in Science Teaching, 2003
Examines the relationship between high school students' perceptions of their science learning environments and their motivation, learning strategies, and achievement. Discusses the focus of shared perceptions and instruction and indicates that shared perceptions focused on understanding and independent thinking positively predicted students'…
Descriptors: Academic Achievement, Grade 9, Learning Processes, Learning Strategies
Multidimensional Analysis System for Quantitative Chemistry Problems: Symbol, Macro, Micro, and Process Aspects.
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Dori, Yehudit J.; Hameiri, Mira – Journal of Research in Science Teaching, 2003
Explores teaching methods to improve students' understanding of quantitative chemistry and their ability to solve related problems using the Multidimensional Analysis System (MAS). Investigates the relationships between MAS-classified chemistry problems and student achievement in solving these problems. Shows that improvement in student…
Descriptors: Academic Achievement, Chemistry, Concept Formation, Learning Problems
Does the Presentation Style of Questions Inserted into Text Influence Understanding and Retention of Science Concepts?
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Leonard, William H. – Journal of Research in Science Teaching, 1987
Reports on a study to determine the effects of the presentation of questions inserted into texts for students in introductory biology. Results indicated that students reading the text with questions at the beginning of the paragraph scored significantly higher on achievement tests than the students reading without questions. (TW)
Descriptors: Academic Achievement, Biology, College Science, Concept Formation
A Comparison of Concrete and Formal Science Instruction Upon Science Achievement and Reasoning Ability of Sixth Grade Students.
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Saunders, Walter L.; Shepardson, Daniel – Journal of Research in Science Teaching, 1987
Reports on a study designed to examine the effect of concrete and formal instruction upon reasoning and science achievement of sixth grade students. Results indicated that the concrete instruction group had significantly higher levels of performance in science achievement and cognitive development and that males outperformed females. (TW)
Descriptors: Academic Achievement, Cognitive Development, Cognitive Structures, Educational Strategies