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9 results on '"Korpan, Connie A."'

1. Reading News Briefs about Science: How Education Is Related to the Questions People Ask.

Author

Korpan, Connie, Bisanz, Gay L., and Bisanz, Jeffrey

Abstract

Media reports are an important source of new scientific knowledge, and this information can affect the decision making process. This study explores how formal educational settings prepare students to evaluate informal scientific information. Participants in this study came from different science backgrounds, including adults who did not study post secondary studies and university students from different majors. The differences among the participants were investigated. (YDS)

Published
1999

2. CHARTS: A Tool for Surveying Young Children's Opportunities To Learn about Science Outside of School.

Author

Korpan, Connie A., Bisanz, Gay L., Bisanz, Jeffrey, and Lynch, Mervyn A.

Abstract

This report opens with a review of how two structured interview protocols that identify the nature and scope of children's science-related activities outside of school were developed. The interview procedures are known as Community and Home Activities Related To Technology and Science (CHARTS) with the preschool version known as CHARTS/PS and CHARTS/SA for school age children. Foundational research has prompted revision of the preschool version involving questions about a wider range of activities. The purpose of this report is to make the modified preschool version of the interview available to researchers with similar interests. A discussion of the original interview, major modifications made to it, and suggestions on how to modify the procedures for different research purposes are included. Contains 14 references. The survey instrument and the interview are appended. (DDR)

Published
1998

3. Assessing Scientific Literacy: A Taxonomy for Classifying Questions and Knowledge About Scientific Research. Technical Report No. 94-1.

Author

Alberta Univ., Edmonton. Centre for Research in Child Development. and Korpan, Connie A.

Abstract

There is growing public recognition that adequate levels of scientific literacy are not being attained by many children and adults. This manual was designed for use in a resarchproject focused on one facet of scientific literacy, namely, how individuals assess the credibility of brief reports of treatment studies. The interest is in (1) the types of requests for information that people make about these reports as an index of their potential to assess credibility of research conclusions and (2) reasons people have for asking these questions as a means to make inferences about the knowledge structures that give rise to their requests. An examination of people's requests and their justifications for the requests is used to determine (1) what people know about features of scientific research; (2) how, when, and whether people engage in evaluative thinking about these features when reading reports of scientific investigations; and (3) how these characteristics of knowledge and thinking vary as a function of age and schooling from adolescence through early adulthood. Responses are used to make inferences regarding the underlying knowledge structures that are involved in the evaluation of scientific research, as well as to understand how structures are related to opportunities to learn. (ZWH)

Published
1994

4. Assessing Literacy in Science: Evaluation of Scientific News Briefs.

Author

Korpan, Connie A., Bisanz, Gay L., and Bisanz, Jeffrey

Abstract

Examines the types of requests for information made by university students (N=60) as they evaluate scientific news briefs. Student requests most often focus on how research is conducted and why results might occur. Contains 47 references. (DDR)

Published
1997

5. What Did You Learn Outside of School Today? Using Structured Interviews To Document Home and Community Activities Related to Science and Technology.

Author

Korpan, Connie A., Bisanz, Gay L., and Bisanz, Jeffrey

Abstract

Children's activities related to science, nature, and technology were studied via structured interviews of parents and students in pre-school through upper-elementary grades. Interviews can be used to construct profiles of students to be used as a platform upon which to build instruction. Describes how interviews were developed, what type of information the research obtained, and lessons learned. (Author/DKM)

Published
1997

6. University students' interpretation of media reports of science and its relationship to background knowledge, interest, and reading difficulty.

Author

Norris, Stephen P., Phillips, Linda M., and Korpan, Connie A.

Subjects
MASS media, SPORTS, SCIENCE & society, SCIENCE, STUDENTS, UNIVERSITIES & colleges, EDUCATION
Abstract

Reports on a study on the impact of media sports in science on university students. Usability and significance of media sports; Ability of students to understand the five media reports; Implications for the development of scientific literacy.

Published
2003
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7. A Test for Randomness in Behavior for Observational Research.

Author

Kingma, Johannes and Korpan, Connie A.

Subjects
*BEHAVIOR, *CHI-squared test
Abstract

ABSTRACT. A statistic T was developed to test the hypothesis H of randomness in behavior. The sample distribution of this statistic approached a chi-square distribution. The test may be applied to all types of observational studies using a two or more mutually exclusive, behavioral categories. The test may also be applied to the observations of one subject as well as to the overall data of an experimental condition. [ABSTRACT FROM AUTHOR]

Published
1988
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8. Philosophy or Science?

Author

Norris, Stephen P. and Korpan, Connie A.

Subjects
PHILOSOPHY of science, PENDULUMS, SCIENCE education, SCIENTIFIC method, EDUCATION
Abstract

The article presents an examination and critique of the article, "Learning about Scientific Methodology and the 'Big Picture' of Science: The Contribution of Pendulum Motion Studies," by Michael R. Matthews, which appeared in the December 2001, issue of "Philosophy of Education." The authors disagree with Matthews about the relationship between data and phenomena, especially in relation to the work of Galileo and Newton, and are reluctant to place the burden of teaching scientific methodology upon philosophical discussion. The authors urge that a distinction should be made between teaching the philosophy of science and teaching science, and note the importance for science teachers of knowing when they complement, conflict with, or are irrelevant to one another.

Published
2001

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