Efforts to reform undergraduate chemistry laboratory coursework typically focus on the curricula of introductory-level courses, while upper-level courses are bypassed. This study used video-stimulated recall to interview 17 junior- and senior- level chemistry majors after they carried out an experiment as part of a laboratory course. It is assumed…

One of the goals of college-level introductory biology is to establish a foundation of knowledge and skills that can be built upon throughout a biology curriculum. In a reformed introductory biology course, we used iterative model construction as a pedagogical tool to promote students' understanding about conceptual connections, particularly those…

This study investigated the representations of a select group of scientists (n = 10) in a sample of Canadian high school and college textbooks. Drawing on semiotic and cultural-historical activity theoretical frameworks, we conducted two analyses. A coarse-grained, quantitative analysis of the prevalence and structure of these representations…

Numerous studies have documented the infrequent use of learner-centered instruction in college science and mathematics classrooms and its negative effects on undergraduate learning and motivation. The present research deepened understanding of why. Specifically, an Internet survey was constructed that explored obstacles, supports, and incentives…

Investigated is the effect of organization and accuracy of detail in instructional aids on the achievement of college students (N=54) in a freshman chemistry lecture course. It is indicated that aids may impede learning by decreasing students' involvement in auditory and semantic encoding during lectures. (Author/DS)

Indicates that a large section of general education biology students can be divided into smaller groups, each receiving different amounts and kinds of instruction, with no apparent effect on their achievement, their attitudes toward the course, or their attitudes toward science. (LS)

Investigated whether a self-paced, individualized instruction course in chemistry and physics would result in: (1) greater level of achievement of academically underprepared students (N=80); (2) more satisfaction with instruction; and (3) more positive attitudes when compared with conventional instruction. Results indicate individualized treatment…

Some early results are reported of a study to examine trends of student evaluations in college level physics courses. Higher ratings were consistently given for higher level courses. (PS)

A theoretical model of nonscience majors' motivation to learn science was tested by surveying 369 students in a large-enrollment college science course that satisfies a core curriculum requirement. Based on a social-cognitive framework, motivation to learn science was conceptualized as having both cognitive and affective influences that foster…

Presented are the results of an approach to teaching physical chemistry designed to increase student motivation. Student achievement in a course utilizing motivation variables such as self-pacing, no dropping of grades, no pop-tests, and taped lectures, indicated significant gains over a course taught by a traditional approach. (SL)

Describes how student responses to 26 bipolar adjectives describing laboratory studies are used at a New Zealand university to modify the content of laboratory experiments in physics. (MLH)

Examines three issues: the negative nature of today's stereotype of a scientist; the relationship of present stereotypes to course enrollment; and the relationship of the closeness of self-image and stereotype to course enrollment in science. Analysis of semantic differential items reveal differences among science and nonscience college majors.…

Investigated were effects of learning structure on change in preference for science courses. Results indicated that physics students learning in ways they prefer register greater gains in preference for physics than do students in incompatible learning structures. No significant differences were found for students in biology, chemistry, or…

Reports on effects of Individualized Goal Setting (IGS) Audio Tutorial (AT) instruction compared to classic AT instruction and effects of pretesting compared to no pretesting on students' locus of control. Indicates no significant effect on students' locus of control between IGS-AT v AT or between pretesting v no pretesting. (DS)