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Arthur White | The Ohio State University - Academia.edu

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Arthur White

The Ohio State University, Department of Teaching and Learning, Emeritus

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University of Göttingen

Jean-Thomas Cornelis

University of Liege

Flinders University of South Australia

University Of Bayreuth, Germany

Centre Européen de Recherche et d’Enseignement des Géosciences de l’Environnement

Flinders University of South Australia

University of New Mexico

Martin J Hodson

Oxford Brookes University

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Papers by Arthur White

Biogenic and pedogenic controls on Si distributions and cycling in grasslands of the Santa Cruz soil chronosequence, California

by Rand Evett and Arthur White

Geochimica et Cosmochimica Acta, 2012

Biogenic and pedogenic processes control silica cycling in grasslands growing on a soil chronoseq... more Biogenic and pedogenic processes control silica cycling in grasslands growing on a soil chronosequence and dominated by strong seasonal variabilities of a Mediterranean climate. Shallow pore water Si, in spite of significant annual uptake and release by plant growth and dieback, exhibits only moderate seasonal fluctuations reflecting strong buffering from labile biogenic Si, dominated by phytoliths and by secondary pedogenic silicates. Long phytolith residence times (340-900 yrs) reflect the seasonally dry climate and high solute Si concentrations. Water-extractable Si is closely associated with Al, indicating seasonal precipitation and dissolution of a highly labile 1:1 hydroxyaluminosilicate (HAS), probably allophane, which transforms in deeper soil into fine grained, poorly crystalline kaolinite. Shallow plant roots extract greater proportions of biogenic Si and deeper plant roots larger amounts pedogenic Si.

Prospective Secondary Science Teachers' Argumentation Skills and the Interaction of These Skills with Their Conceptual Knowledge

by Ömer Acar and Arthur White

This study investigated if prospective secondary science teachers enhance their argumentation ski... more This study investigated if prospective secondary science
teachers enhance their argumentation skills and the interaction of the
change in their argumentation skills with their conceptual knowledge
during an argumentation-based guided inquiry course. 37 prospective
secondary science teachers constituted the study sample. They were
grouped according to whether or not they had a misconception about
understanding of balanced forces at the beginning of the course. They
performed oral and written argumentation tasks during the course.
Their written argumentation tasks were assessed four times during
the course for balanced forces and sinking and floating behaviour of
objects. Results indicated that prospective secondary science teachers
developed mostly counter-argument and rebuttal skills. In addition,
different trends of the change in argumentation skills were identified
for prospective secondary science teachers having a misconception
and those having a scientific conception. Implications for teacher
education and science education were discussed according to these
results.

Royal Academy of Medicine in Ireland

Irish J Med Sci, 1913

The Poor-Law Service in Ireland

Bmj, 1905

... A community, byno means wealthy, of about 12,000 inhabitants, employssome six doctors. ... Jo... more

Coping with the cost and fear of violence

Public Relations Review, 1982

Replacement of a multiple hearth by a fluid bed incinerator the Greensboro case history

Waste Management, 2000

Acute Lumbar Spine Problems in the Competitive Adult Athlete: Sport Specijc

Sport Med Arthroscopy, 1997

Report on the Effects of Repeated H�morrhages on the Composition of the Blood

Bmj, 1896

Value of Preoperative Psychological Testing Before Chemonucleolysis

Clin Orthop Related Res, 1975

Note on a “Case of Continued Fever resembling Enteric Fever, and due to the B. Enteritidis.”

Mathematics education : a bibliography of abstracts from resources in education (RIE) from 1973-1975

SSMILES: Exploration of the Mean as a Balance Point--Grades Six-Nine

by Arthur White and Alfinio Flores

School Science and Mathematics, Dec 31, 1988

ABSTRACT

A Survey of Science Teaching in Public Schools of the United States (1971), Volume 2, Secondary Schools

The purpose of this study was to collect a bank of data on the teaching of science that could ser... more The purpose of this study was to collect a bank of data on the teaching of science that could serve as a basis of comparison for trend analysis. The information obtained in this survey provides a description of science teaching practices and selected science teacher characteristics in the United States. Comparisons with data to be obtained in future studies will help decision makers regarding changes taking place in programs, instruction, facilities, and teacher education. The data are organized according to eight regions of the country: Grea Lakes, Farwest, New England, Mideast, Southwest, Rocky Mountains, Plains, and Southeast. A total of 276 variables were included in the data-gathering questionnaires. These variables are reported in one of the following six categories: school organization, scheduling, and enrollment variables; use of resources variables; science course variables; science course improvement project variables; teacher characteristics and background; and teaching practice,.3, preferences, and concerns. The means, standard deviations, and number of responses for each of the variables for each of the regions were computed, and results are given for correlation and multiple regression analyses of selected variables. Both the principal's and the science teacher's questionnaire are included as appendices.

Integration of Science and Mathematics: What Parents Can Do

The Development of Models to Explain the Relation of Important Variables to Laboratory Instructional Strategies

Models were developed to identify important variables and their causal relationships to strategie... more Models were developed to identify important variables and their causal relationships to strategies of laboratory instruction in secondary school science: Data from student checklists, questionnaires, tests, and direct observations of laboratory activities were factor analyzed. Two teaching strategies identified by factor analysis were Inductive-Indirect Teaching and Lecture Method. Eighteen other factors were included in path analyses used to postulate and test the fit of models for the causal effect of the other factors on the two teaching strategies: Factors identified as causally related to teaching strategies were Instructional Load, Educational Level (of students), Teacher Morale, Academic Preparation of Teacher, School Size, Student Attitude, Budget, and Age of Curriculum. Educational level of students had a negative effect on both strategies, suggesting that teachers in the upper grades provide students with more written materials so that the amount of teacher talk is not necessarily a valid indicator of the degree to which a teacher uses an inductive-indirect strategy. Teacher Morale had a positive effect on inductive-indirect strategy and a negative effect on Lecture Method. (EB)

A study of the effect of HyperCard and pen-paper performance assessment methods on expert-novice chemistry problem solving

Journal of Science Education and Technology, 1994

This study investigated HyperCard as a tool for assessment in science education and determined wh... more This study investigated HyperCard as a tool for assessment in science education and determined whether or not a HyperCard assessment instrument could differentiate between expert and novice student performance (balancing stoichiometric equations) in science education. Five chemical equations were presented by traditional pen-paper and by a HyperCard (Hyperequation) program. Thirty honors (expert) and 30 regular (novice) chemistry students were randomly divided into HyperCard and traditional pen-paper groups of 15 students each. Scoring was based on five dependent variables: performance scores, number of attempts, rate of attempts, time on task, and correctness. Correlation results indicated that students with high performance scores correctly balanced more equations, required fewer attempts to balance equations, and required less time per attempt than did students with low performance scores. MANOVA results showed that performance scores and correctness scores for both experts and novice were significantly higher on HyperCard compared to pen-paper assessment; the novice scores on HyperCard nearly equaled the expert pen-paper assessment scores. Significant interactions were found for time on task and for correctness. The results suggest that HyperCard can be a suitable tool for assessment in science education and that such an instrument can differentiate between expert and novice student performance.

Preservice Mathematics and Science Teachers in an Integrated Teacher Preparation Program for Grades 7-12: A 3-Year Study of Attitudes and Perceptions Related to Integration

International Journal of Science and Mathematics Education, Feb 1, 2010

The purpose of this article is twofold: (a) to describe a unique teacher licensure program for gr... more The purpose of this article is twofold: (a) to describe a unique teacher licensure program for grades 7-12 that integrates mathematics, science, and technology education and (b) to explore the attitudes and perceptions related to the integration of mathematics, science, and technology education of three cohorts of preservice teachers enrolled in the first 3 years of the program. Eighty-one preservice teachers responded to a semantic differential to measure attitudes and perceptions related to "mathematics, science, and technology education integration." Principal components and internal consistency reliability analyses were computed to provide validity and reliability evidence. Preservice teachers also responded to one open-ended, free-response written question, "What does the integration of mathematics, science, and technology education mean to you?" Multivariate and univariate analyses of variance with repeated measures and Pearson cross-tabulation chi-square analyses were computed to identify pretest-posttest differences for the value and difficulty scales, identified by the principal components analysis. Analytic inductive methods were used to identify emergent themes in student written responses to the open-ended question. Results indicated no change in preservice teacher attitudes and perceptions related to the value of integration-they clearly valued integration at the onset and completion of the program, often citing student benefits. However, a significant change in preservice teacher attitudes and perceptions related to difficulty was noted. Upon completion of the program, preservice teachers perceived integration to be more difficult and identified barriers and challenges-demonstrating a more realistic, practical, and cautious approach to the integration of mathematics, science, and technology education.

International Symposium for Improvement of Education and International Relations through Cooperative Research

A Center for tne Study of Learning has been proposed by the National Institute of Education. This... more A Center for tne Study of Learning has been proposed by the National Institute of Education. This center is to examine a broad spectrum of higher order cognitive skills including the nature, acquisition, and instruction of these skills. The International Consortium for Learning Research and its coordinating institute, The Ohio State University, share similar goals. Research areas identified by the Consortium include: (1) characteristics of learners (learning style and strategies); (2) characteristics of "learnings" (conceptual systems and processes); and (3) components of instructional systems ;methods, materials, techniques, and modes). A major purpose of the Consortium is to synthesize and conduct research relevant to each of the three principal factors of the learning context. An emphasis will be placed on science and mathematics. Another goal is to examine the systematic teaching of generalizable cognitive processes and learning strategies and apply the knowledge to the development of learning models. The report contains a model illustrating tho interrelationships of the three program strands. (ML)

National Association for Research in Science Teaching Annual Meeting, Abstracts of Presented Papers (55th, Lake Geneva, Wisconsin, April 5-8, 1982)

Teaching as a Profession

The National Center for Science Teaching and Learning (NCSTL) located at The Ohio State Universit... more The National Center for Science Teaching and Learning (NCSTL) located at The Ohio State University conducts research on factors that while influencing the teaching and learning of science are generally outside teacher control. This NCSTL digest deals with the professional status and responsibility of science teachers in schools. While giving lip-service to teaching as a profession, few have been willing to establish the work environment that would promote and sustain the professional teacher. In this digest, projects of the NCSTL are described that explore the facets of science teacher responsibilities; the barriers that discourage and the resources that contribute to teacher professionalism. (PR)

Biogenic and pedogenic controls on Si distributions and cycling in grasslands of the Santa Cruz soil chronosequence, California

by Rand Evett and Arthur White

Geochimica et Cosmochimica Acta, 2012

Biogenic and pedogenic processes control silica cycling in grasslands growing on a soil chronoseq... more Biogenic and pedogenic processes control silica cycling in grasslands growing on a soil chronosequence and dominated by strong seasonal variabilities of a Mediterranean climate. Shallow pore water Si, in spite of significant annual uptake and release by plant growth and dieback, exhibits only moderate seasonal fluctuations reflecting strong buffering from labile biogenic Si, dominated by phytoliths and by secondary pedogenic silicates. Long phytolith residence times (340-900 yrs) reflect the seasonally dry climate and high solute Si concentrations. Water-extractable Si is closely associated with Al, indicating seasonal precipitation and dissolution of a highly labile 1:1 hydroxyaluminosilicate (HAS), probably allophane, which transforms in deeper soil into fine grained, poorly crystalline kaolinite. Shallow plant roots extract greater proportions of biogenic Si and deeper plant roots larger amounts pedogenic Si.

Prospective Secondary Science Teachers' Argumentation Skills and the Interaction of These Skills with Their Conceptual Knowledge

by Ömer Acar and Arthur White

This study investigated if prospective secondary science teachers enhance their argumentation ski... more This study investigated if prospective secondary science
teachers enhance their argumentation skills and the interaction of the
change in their argumentation skills with their conceptual knowledge
during an argumentation-based guided inquiry course. 37 prospective
secondary science teachers constituted the study sample. They were
grouped according to whether or not they had a misconception about
understanding of balanced forces at the beginning of the course. They
performed oral and written argumentation tasks during the course.
Their written argumentation tasks were assessed four times during
the course for balanced forces and sinking and floating behaviour of
objects. Results indicated that prospective secondary science teachers
developed mostly counter-argument and rebuttal skills. In addition,
different trends of the change in argumentation skills were identified
for prospective secondary science teachers having a misconception
and those having a scientific conception. Implications for teacher
education and science education were discussed according to these
results.

Royal Academy of Medicine in Ireland

Irish J Med Sci, 1913

The Poor-Law Service in Ireland

Bmj, 1905

... A community, byno means wealthy, of about 12,000 inhabitants, employssome six doctors. ... Jo... more

Coping with the cost and fear of violence

Public Relations Review, 1982

Replacement of a multiple hearth by a fluid bed incinerator the Greensboro case history

Waste Management, 2000

Acute Lumbar Spine Problems in the Competitive Adult Athlete: Sport Specijc

Sport Med Arthroscopy, 1997

Report on the Effects of Repeated H�morrhages on the Composition of the Blood

Bmj, 1896

Value of Preoperative Psychological Testing Before Chemonucleolysis

Clin Orthop Related Res, 1975

Note on a “Case of Continued Fever resembling Enteric Fever, and due to the B. Enteritidis.”

Mathematics education : a bibliography of abstracts from resources in education (RIE) from 1973-1975

SSMILES: Exploration of the Mean as a Balance Point--Grades Six-Nine

by Arthur White and Alfinio Flores

School Science and Mathematics, Dec 31, 1988

ABSTRACT

A Survey of Science Teaching in Public Schools of the United States (1971), Volume 2, Secondary Schools

The purpose of this study was to collect a bank of data on the teaching of science that could ser... more The purpose of this study was to collect a bank of data on the teaching of science that could serve as a basis of comparison for trend analysis. The information obtained in this survey provides a description of science teaching practices and selected science teacher characteristics in the United States. Comparisons with data to be obtained in future studies will help decision makers regarding changes taking place in programs, instruction, facilities, and teacher education. The data are organized according to eight regions of the country: Grea Lakes, Farwest, New England, Mideast, Southwest, Rocky Mountains, Plains, and Southeast. A total of 276 variables were included in the data-gathering questionnaires. These variables are reported in one of the following six categories: school organization, scheduling, and enrollment variables; use of resources variables; science course variables; science course improvement project variables; teacher characteristics and background; and teaching practice,.3, preferences, and concerns. The means, standard deviations, and number of responses for each of the variables for each of the regions were computed, and results are given for correlation and multiple regression analyses of selected variables. Both the principal's and the science teacher's questionnaire are included as appendices.

Integration of Science and Mathematics: What Parents Can Do

The Development of Models to Explain the Relation of Important Variables to Laboratory Instructional Strategies

Models were developed to identify important variables and their causal relationships to strategie... more Models were developed to identify important variables and their causal relationships to strategies of laboratory instruction in secondary school science: Data from student checklists, questionnaires, tests, and direct observations of laboratory activities were factor analyzed. Two teaching strategies identified by factor analysis were Inductive-Indirect Teaching and Lecture Method. Eighteen other factors were included in path analyses used to postulate and test the fit of models for the causal effect of the other factors on the two teaching strategies: Factors identified as causally related to teaching strategies were Instructional Load, Educational Level (of students), Teacher Morale, Academic Preparation of Teacher, School Size, Student Attitude, Budget, and Age of Curriculum. Educational level of students had a negative effect on both strategies, suggesting that teachers in the upper grades provide students with more written materials so that the amount of teacher talk is not necessarily a valid indicator of the degree to which a teacher uses an inductive-indirect strategy. Teacher Morale had a positive effect on inductive-indirect strategy and a negative effect on Lecture Method. (EB)

A study of the effect of HyperCard and pen-paper performance assessment methods on expert-novice chemistry problem solving

Journal of Science Education and Technology, 1994

This study investigated HyperCard as a tool for assessment in science education and determined wh... more This study investigated HyperCard as a tool for assessment in science education and determined whether or not a HyperCard assessment instrument could differentiate between expert and novice student performance (balancing stoichiometric equations) in science education. Five chemical equations were presented by traditional pen-paper and by a HyperCard (Hyperequation) program. Thirty honors (expert) and 30 regular (novice) chemistry students were randomly divided into HyperCard and traditional pen-paper groups of 15 students each. Scoring was based on five dependent variables: performance scores, number of attempts, rate of attempts, time on task, and correctness. Correlation results indicated that students with high performance scores correctly balanced more equations, required fewer attempts to balance equations, and required less time per attempt than did students with low performance scores. MANOVA results showed that performance scores and correctness scores for both experts and novice were significantly higher on HyperCard compared to pen-paper assessment; the novice scores on HyperCard nearly equaled the expert pen-paper assessment scores. Significant interactions were found for time on task and for correctness. The results suggest that HyperCard can be a suitable tool for assessment in science education and that such an instrument can differentiate between expert and novice student performance.

Preservice Mathematics and Science Teachers in an Integrated Teacher Preparation Program for Grades 7-12: A 3-Year Study of Attitudes and Perceptions Related to Integration

International Journal of Science and Mathematics Education, Feb 1, 2010

The purpose of this article is twofold: (a) to describe a unique teacher licensure program for gr... more The purpose of this article is twofold: (a) to describe a unique teacher licensure program for grades 7-12 that integrates mathematics, science, and technology education and (b) to explore the attitudes and perceptions related to the integration of mathematics, science, and technology education of three cohorts of preservice teachers enrolled in the first 3 years of the program. Eighty-one preservice teachers responded to a semantic differential to measure attitudes and perceptions related to "mathematics, science, and technology education integration." Principal components and internal consistency reliability analyses were computed to provide validity and reliability evidence. Preservice teachers also responded to one open-ended, free-response written question, "What does the integration of mathematics, science, and technology education mean to you?" Multivariate and univariate analyses of variance with repeated measures and Pearson cross-tabulation chi-square analyses were computed to identify pretest-posttest differences for the value and difficulty scales, identified by the principal components analysis. Analytic inductive methods were used to identify emergent themes in student written responses to the open-ended question. Results indicated no change in preservice teacher attitudes and perceptions related to the value of integration-they clearly valued integration at the onset and completion of the program, often citing student benefits. However, a significant change in preservice teacher attitudes and perceptions related to difficulty was noted. Upon completion of the program, preservice teachers perceived integration to be more difficult and identified barriers and challenges-demonstrating a more realistic, practical, and cautious approach to the integration of mathematics, science, and technology education.

International Symposium for Improvement of Education and International Relations through Cooperative Research

A Center for tne Study of Learning has been proposed by the National Institute of Education. This... more A Center for tne Study of Learning has been proposed by the National Institute of Education. This center is to examine a broad spectrum of higher order cognitive skills including the nature, acquisition, and instruction of these skills. The International Consortium for Learning Research and its coordinating institute, The Ohio State University, share similar goals. Research areas identified by the Consortium include: (1) characteristics of learners (learning style and strategies); (2) characteristics of "learnings" (conceptual systems and processes); and (3) components of instructional systems ;methods, materials, techniques, and modes). A major purpose of the Consortium is to synthesize and conduct research relevant to each of the three principal factors of the learning context. An emphasis will be placed on science and mathematics. Another goal is to examine the systematic teaching of generalizable cognitive processes and learning strategies and apply the knowledge to the development of learning models. The report contains a model illustrating tho interrelationships of the three program strands. (ML)

National Association for Research in Science Teaching Annual Meeting, Abstracts of Presented Papers (55th, Lake Geneva, Wisconsin, April 5-8, 1982)

Teaching as a Profession

The National Center for Science Teaching and Learning (NCSTL) located at The Ohio State Universit... more The National Center for Science Teaching and Learning (NCSTL) located at The Ohio State University conducts research on factors that while influencing the teaching and learning of science are generally outside teacher control. This NCSTL digest deals with the professional status and responsibility of science teachers in schools. While giving lip-service to teaching as a profession, few have been willing to establish the work environment that would promote and sustain the professional teacher. In this digest, projects of the NCSTL are described that explore the facets of science teacher responsibilities; the barriers that discourage and the resources that contribute to teacher professionalism. (PR)