Changes in physics students in three states over a two year period

Mackay, Lindsay D.

doi:10.1007/bf02558522

Cited by 9 publications

(2 citation statements)

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“…A decline in pupils' attitudes to mathematics, science and other school subjects over a 3-year period has been reported (Choppin, 1974). Mackay in a study with Australian pupils studying five different courses in advanced physics reported losses on scales of 'scientists' and 'enjoyment' (Mackay, 1971).…”

Section: Discussionmentioning

confidence: 96%

An empirical study of pupils' attitudes to computers and robots*

Moore

1985

Computer Assisted Learning

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A 64‐item Likert type instrument assessed seven scales of pupils' attitude toward computers and robots. Scale scores were investigated as functions of pupils' sex, Piagetian stage, chosen course of study, home use of a microcomputer and experience of computer‐assisted learning (CAL). More favourable attitudes were held by boys and by pupils choosing Computer Studies. Amongst pupils not choosing Computer Studies, those reporting experience of CAL or high use of a home microcomputer showed smaller declines of attitudes over a 1‐year period.

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Section: Discussionmentioning

confidence: 96%

An empirical study of pupils' attitudes to computers and robots*

Moore

1985

Computer Assisted Learning

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“…3 Special post-tests of attitudes Special post-tests of attitudes towards the study of physics and towards solving physics problems were designed along the lines described by Mackay (1970) and given to experimental and control groups. They revealed no significant differences in attitudes to either physics or to physics problems between the experimental group and the control group or between corresponding subgroups.…”

Section: Special Post-test Of Recallmentioning

confidence: 99%

Evaluation of a group controlled audio-visual system of programmed learning

Marne¹

1972

Phys. Educ.

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The present group learning system was designed to supplement existing teaching practices by providing remedial assistance with problem solving skills for the large number of students (-1400) in first year physics courses in the University of Sydney. Traditional lectures, whether live or televised, tend to concentrate on the exposition and extension of course material and devote little attention to the details of problem-solving procedures. The effective use of small group tutorials is usually severely limited by large student /staff ratios, and in normal problem-solving assignments, feedback is necessarily delayed, infrequent and lacking in detail.Programmed problem-solving sessions can, however, actively involve students in the learning process andcan give them immediate knowledge of their results.

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