ISSN 1087-3430 Vol. 4 - No. 4 - June 2000
Thank you for your interest in the Electronic
Journal of Science Education, the first electronic journal of its kind
devoted to the timely sharing of science education issues via the World
Wide Web. The editors and review board hope you find the enclosed articles
academically and professionally valuable.
John R. Cannon,
Editor and Publisher
David T. Crowther,
Associate Editor and Publisher
University of Nevada, Reno
Table of Contents
John R. Cannon
Editor and Publisher
The Self-Regulated Learner Advantage:Learning Science on the Internet
University of North Florida
Science educators recognize the potential of the Internet as an educational
tool. One of the major aspects of this study was designed to illustrate the need for self-regulated learning when using the Internet for education. Two
alternate forms of an on-line instructional web site containing the same
information were developed. The first, a constructivist format provided
more links for students to wander and build concepts with the material in
ways that may be consistent with their particular learning style. The
second is called an objectivist format and is similar to presentations found
in academic settings where lectures are provided. This on-line study examined the effect of variables such as age, gender, racial identify, attitude, aptitude, self-regulated learning and self-efficacy on learning. Results indicated that typical learner characteristics were not road blocks to on-line learning.
Effect of Gender on Computer-Based Chemistry Problem Solving: Early Findings
David D. Kumar
Florida Atlantic University
Stanley L. Helgeson
The Ohio State University
A study of the effect of gender on a computer-based approach to solving stoichiometric chemical equations is reported. Five chemical equations were presented by a HyperCard program (Hyperequation) on a Macintosh computer to 30 male and 30 female high school students. Scoring was based on correctness of response and rate of attempt. T-test results indicated no significant differences. The implication is that the feedback provided by the software might have had an effect on reducing the gender gap. However, upon a closer examination the results showed that correctness means for males were higher than that for females, and the rate of attempt for males was higher than that for females. Reducing any gender effects in technology based science education remains an area for research and development.
Analysing Student-Student Interaction from Cooperative Learning
and Systemic Functional Perspectives
George M. Jacobs
Christopher S. Ward
Southeast Asia Ministers of Education Organization,
Regional Language Centre
REPUBLIC OF SINGAPORE
This article uses two sources to derive insights into
student-student interaction in science classrooms. From the pedagogic
sciences, cooperative learning offers a means of understanding what helps
groups of students interact successfully. From the science of language,
Systemic Functional linguistics provides a tool for analyzing how people
use language to achieve various aims. Cooperative learning and Systemic
Functional linguistics are described and then used to analyze a transcript
of student-student interaction from an elementary school science classroom.
Implications are suggested for improving teaching practice, with particular
emphasis on teaching collaborative skills.
EJSE's Special Section on Standards-based Exemplar Lesson Plans
Section: Resources and Programs in Higher Education
compiled by David T. Crowther, Associate Editor,
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