This study had the goal of investigating the association among elementary students' (N = 276) science and math beliefs and the relationship between those beliefs and teachers' ratings of mathematical and science understanding. Results of structural path analysis indicate that in science, intellectual risk-taking (IRT; the willingness to share…

A model of expertise in chemistry problem solving was tested on undergraduate science majors enrolled in a chemistry course. The model was based on Anderson's "Adaptive Control of Thought-Rational" (ACT-R) theory. The model shows how conceptualization, self-efficacy, and strategy interact and contribute to the successful solution of quantitative,…

Duplicates an analysis conducted 20 years ago on physics enrollment in New York State in an attempt to verify the exploratory percentage enrollment in physics path analysis model using data gathered for the 1990-91 school year. Findings indicate that there has been no change in the set of variables related to physics enrollment. (Author/JRH)

Develops a path-analysis model of critical variables affecting student enrollment in secondary school physics. A test of the model utilizing state provided data of physics enrollment in New York State resulted in the rejection of the model; however, significant critical variable results were obtained. (SL)

Indicates that measures of reflective reasoning skill are significantly related to initial scientific beliefs about evolution, as well as to gains in declarative knowledge about evolution; however, the same measures are not significantly related to changes in those beliefs. Interrelationships among the study's major variables and their educational…

Compares models of the classroom dynamics for a traditional laboratory setting and a problem-solving-centered environment, both at the eighth grade science level. Descriptive data indicate no differences in the models, whereas path analyses suggest that, in the problem-solving model, student behaviors significantly correlate to lesson structure,…