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 PublisherDavid T. Crowther,
Associate Editor and Publisher
University of Nevada, Reno
Table of Contents
EJSE Editorial...
John R. Cannon
Editor and Publisher
Article One
The Self-Regulated Learner Advantage:Learning Science on the Internet
by
Jace Hargis
University of North Florida
jhargis@unf.eduAbstract
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.
Article Two
Effect of Gender on Computer-Based Chemistry Problem Solving: Early Findings
by
David D. Kumar
Florida Atlantic University and Stanley L. Helgeson
Professor Emeritus
The Ohio State University
Abstract
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.
Article Three
Analysing Student-Student Interaction from Cooperative Learning and Systemic Functional Perspectives
George M. Jacobs
gmjacobs@pacific.net.sgand
Christopher S. Ward
Chris.Ward@pacific.net.sgSoutheast Asia Ministers of Education Organization,
Regional Language Centre
REPUBLIC OF SINGAPOREAbstract
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.
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compiled by David T. Crowther, Associate Editor, EJSE