Vincent N. Lunetta

The Role of the Laboratory in Science Teaching: Neglected Aspects of Research

The laboratory has been given a central and distinctive role in science education, and science educators have suggested that there are rich benefits in learning from using laboratory activities. At this time, however, some educators have begun to question seriously the effectiveness and the role of laboratory work, and the case for laboratory teaching is not as self-evident as it once seemed. This paper provides perspectives on these issues through a review of the history, goals, and research findings regarding the laboratory as a medium of instruction in introductory science teaching. The analysis of research culminates with suggestions for researchers who are working to clarify the role of the laboratory in science education.

Theoretical Bases for Reform of Science Teacher Education

Historical perspectives and developments in the teaching and learning of elementary school science and the continuing calls for reform in science education provide the context for this article. Key influences on science teaching and on teacher education primarily since 1955 are examined and offered as a foundation for the development of a new paradigm for elementary science teacher education. Citing contemporary practices and scholarship, we build a case for theoretical constructs that can inform policy and programs in science teacher education. Three theoretical bases for the reform of science teacher education are elaborated: constructivism, reflection, and professional community. The complex tasks involved in learning and understanding science concepts and science-specific pedagogy suggest the need for teacher education and development that span preservice and in-service education throughout the professional lifetime.

A Comparison of Ipsative and Normative Procedures in the Study of Cognitive Preferences

AbstractMany studies involving cognitive preference tests using ipsative procedures have reported findings of substantial educational significance. However, the ipsative nature of the data has raised doubts regarding the validity of these findings. In this study, scores of high school students responding to the same cognitive preference test utilizing both normative and ipsative procedures were compared. All subtests, ipsative and normative, had high alpha Cronbach coefficients. A number of similarities were found in the mean scores obtained by the two procedures. There were moderate positive correlations in each of the cognitive preference areas. When ipsative scores are preferred in terms of the construct validity of cognitive preference tests, the danger of distorted relationships is not severe.

Cognitive preferences: A validation study

Abstract In 1964 Health introduced the cognitive preference construct and used it to evaluate a new science curriculum. Since then the construct, adapted from research on cognitive styles, has been used in many research and evaluation studies. More recently, however, a number of questions have been raised concerning the validity of findings and analytical techniques employed in these studies. Ultimately the validity of the cognitive preference construct itself is being questioned. In this article a framework for examining validity evidence for the cognitive preference construct is developed; the literature on cognitive preferences in the context of this framework is reviewed, and the validity evidence developed in one recent study is presented and discussed.

CATLAB: A Learning Cycle Approach

CATLAB (Kinnear 1982), a genetics simulation, was designed to complement conventional genetics instruction. The program enables students to select traits, hypothesize about gene interactions, and decide which cats to cross. The traits students investigate with CATLAB include coat color (white/nonwhite), amount of white spotting (extensive/some/none), density of pigment in the fur (dense/dilute), distribution of pigment in the fur (agouti/nonagouti), tabby striping (mackerel/blotched), and tail or no tail (manx).

Computer In The Classroom: A Unit in Teacher Education.

This paper provides a rationale for introducing preservice and inservice teachers to appropriate computer applications, and it describes a unit and interactive computer modules for use in teacher education. The unit and modules have been used effectively at the University of Iowa; programs and supporting materials may be obtained from the author.

Reflections from International Scholars

This chapter is to present some reflections from international scholars who have been visiting Taiwan for the past few years. These scholars would like to share their insightful feedback of their interactions with scholars, teachers, and students during their stay in Taiwan.

Index of Distinctness--A Measure of the Intensity of Cognitive Preferences.

AbstractThe purpose of this study was to develop and validate two statistical indices of distinctness (intensity) of cognitive preference score patterns. The distinctness of cognitive preferences varied widely across individuals, and the proportion of individuals with a distinct preference varied widely across different populations. Distinct cognitive preference patterns were shown to be more stable across time and across different methods of measuring cognitive preference than less distinct patterns. The distinctness variable was shown to be a useful tool in cognitive preference research, adding a dimension to the cognitive preference construct.

Needed: new models for linking the two cultures

Summaries English In recent years problems facing humankind have become more complex and challenging and have increasingly involved science and technology. While the public, generally, has been inadequately informed about such scientific and technical issues, public understanding of issues at the interface of science, society, and technology are an essential part of the resolution of societal problems. This paper outlines specific ways to promote understanding enabling individuals to participate more responsibly in enlightened democratic decision‐making responsive to societal needs. A systematic scheme is outlined with examples from two science education centres at tertiary institutions through activities including teaching, outreach, curriculum development, and research.

Computer Dialog for Children.

Computers are devices that store information and perform logical operations on that information at very high speed. Students today can interact with computers through typewriter terminals and through video terminals in their schools. More expensive video systems allow children to respond to questions and diagrams with a pointer called a light pen. With today’s technology a large computer may be many miles from the classrooms it supports, but a growing trend is to place a minicomputer in the local school. Teachers do not have to know a lot about computers to use them effectively in support of classroom instruction. The computer is much less intelligent than the human teacher and needs explicit instructions on anything it is to do. Teachers can provide these instructions with help from new computer programs written especially for their use and with a little support from a computer specialist. Can the computer facilitate learning for students in elementary and middle school classrooms? What aspects of the curriculum can be handled effectively by computers today?