The quantitative results of Sources of Self-Efficacy in Science Courses-Physics (SOSESC-P) are presented as a logistic regression predicting the passing of students in introductory Physics with Calculus I, overall as well as disaggregated by gender. Self-efficacy as a theory to explain human behavior change [Bandura [1977] "Psychological…

The purpose of this investigation was to test extensions of a model of concept learning. The investigators examined the applicability of a mathematical model to the learning of selected science concepts. Findings suggest that certain extensions of the model may apply for a complex concept identification task. (Author/MA)

We present results of an investigation of university students' development of mathematical models of motion in a physical science course for preservice teachers and graduate students in science and mathematics education. Although some students were familiar with the standard concepts of position, velocity, and acceleration from physics classes,…

Describes two types of computer-based experiments: simulation (which assumes no student knowledge of the workings of the computer program) is recommended for experiments aimed at inductive reasoning; and modeling (which assumes student understanding of the computer program) is recommended for deductive processes. (MLH)

A neuromathematical model of information processing applied to science learning is expanded to include two coefficients representing the motivational state of the learner. The inclusion of these coefficients (which are described) permits modeling of the effects of variations in motivation on the rate and amount of information in learning tasks.…

This exploratory study determined whether a mathematical model of mastery learning provided a good fit for achievement data obtained from student progress in an introductory, college-level astronomy course for nonmajors. Results provide positive but not compelling evidence that the model of mastery learning is correct. (JN)

Monitoring student performance on microcomputer drill and practice programs over time provides evidence that students learn from the programs at different rates and that programs differ in the rates at which they impart learning to students. Implications of these and other findings for science teaching are addressed. (JN)

A mathematical model of information acquisition is presented and empirically evaluated in comparison to evidence obtained from experimental studies of science content acquisition. Implications of the model for human information acquisition and future research are discussed in the context of the unique theoretical framework of the model. (Author/JN)

An empirical analysis of the relationship between science reasoning skills and the amount of information acquired during science learning as predicted by a neuromathematical model of information processing is presented. Subjects were 93 adolescents (mean age of 15.4 years old) with a IQ range of 91-142. (Author/JN)

Discusses a mathematical model for mastery learning. The model includes measures of a motivational factor and the specific ability of a learner with respect to content being learned. The model also contains a variable reflecting prior learning. Assumptions/limitations are discussed, and research questions raised. (Author/JN)

Investigates the dimensions underlying performance on the diagrams, tables, and maps subset of the Swedish Scholastic Aptitude Test. Analyzes data from two test versions by using a structural-equation modeling technique on 14,463 and 19,636 examinees respectively. Concludes that gender difference in performance is due, to a great extent, to the…