An Exploratory Study of Changes in Concepts as Measured by a Semantic Differential Instrument During a College Physical Science Course for Nonscience Students.

Autor/in	Wernegreen, Johannes Oscar
Titel	An Exploratory Study of Changes in Concepts as Measured by a Semantic Differential Instrument During a College Physical Science Course for Nonscience Students.
Quelle	(1971), (158 Seiten)Verfügbarkeit Ed.D. Dissertation, University of Illinois at Urbana-Champaign...
Beigaben	Tabellen
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Hochschulschrift; Attitudes; College Science; Concept Formation; Doctoral Dissertations; Educational Research; Higher Education; Physical Sciences; Science Education; Semantic Differential; Student Characteristics + Suchen Sie Ihr Suchwort? Attitude; Einstellung; Verhalten; Concept learning; Begriffsbildung; Doctoral dissertation; Doctoral thesis; Doctoral theses; Dissertationsschrift; Bildungsforschung; Pädagogische Forschung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Natural sciences; Naturwissenschaften; Naturwissenschaft; Naturwissenschaftliche Bildung
Abstract	Reported is a study to determine whether various attitudinal concepts changed in meaning during a specific college phsyical science course and whether various sub-groups within the total group had different initial conceptual frames of reference. The concepts studied were science teachers, the investigator himself as a science student, scientists, mathematics, the science course, and science. A before-after, one control quasi-experimental design was used, with control and experimental subjects non-equivalent in the sense of not having been randomly assigend. A Semantic Differential was administered to 328 physical science students and 100 control students at the beginning and end of a 16-week semester. Each concept was measured by 30 bipolar adjective scales. Twenty-four factor scores were calculated for each student at pre- and post-sessions. The Kaiser varimax procedure was used. T-tests were used to determine similarity of groups and for analyzing gain scores. Several positive and negative changes were attributed to the treatment. It was considered evident from the study that students enrolled in this general education physical science course changed their perceptions of all concepts studied. The study generated several suggestions for change and direction toward which such courses should move. (Author/EB)
Anmerkungen	University Microfilms, 300 North Zeeb Road, Ann Arbor, Michigan 48106 (Order No. 72-7104, MF-$5.00, Xerography-$11.00)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01