Difficulty and validity of analogies items in relation to major field of study.

1951 ◽  
Vol 35 (1) ◽  
pp. 30-33 ◽  
Author(s):  
Jerome E. Doppelt
Keyword(s):  
Field Of Study ◽  
Major Field

Female's Sex-Role Expectations and Major Field of Study

1979 ◽  
Vol 44 (3) ◽  
pp. 783-786 ◽  
Author(s):  
George D. Yonge ◽  
Mary C. Regan
Keyword(s):  
Biological Sciences ◽  
Sex Role ◽  
Total Sample ◽  
Role Expectations ◽  
Field Of Study ◽  
Major Field ◽  
Clear Cut

In an attempt to replicate the findings of Hawley, 19 women majoring in Engineering, 15 in the Biological Sciences, and 19 in English completed a questionnaire indicating their personal and their assumed sex-role expectations of significant men in their lives. Neither expectations were related to major field of study; however, personal and assumed expectations were significantly correlated (.53 for the total sample). Hawley's conclusions do not appear to be as clear-cut as she assumed. Some suggestions for research were made.

scholarly journals Effects of an Interdisciplinary Course on Pre-Service Primary Teachers’ Content Knowledge and Academic Self-Concepts in Science and Technology–A Quantitative Longitudinal Study

2021 ◽  
Vol 11 (11) ◽  
pp. 744
Author(s):  
Melanie Marita Beudels ◽  
Karsten Damerau ◽  
Angelika Preisfeld
Keyword(s):  
Content Knowledge ◽  
Science And Technology ◽  
Professional Knowledge ◽  
Primary Teachers ◽  
Field Of Study ◽  
Major Field ◽  
Course Format ◽  
Interdisciplinary Course ◽  
The Impact ◽  
Experimental Group

Primary school teachers need adequate professional knowledge and motivational orientations to qualify scientifically and technologically literate students. Previous studies have focused on the impact of coursework on (pre-service) primary teachers’ content knowledge, rather than on the development of academic self-concepts. In addition, the influence of the course format and the major field of study has not been investigated much to this date. Thus, this study examines the effects of an interdisciplinary course on pre-service primary teachers’ content knowledge and academic self-concepts in science and technology using a quasi-experimental, quantitative, pre-post-follow-up design (n = 202). Whilst no significant changes in knowledge were revealed for the baseline group not participating in the course, significant short-term and long-term cognitive gains were found for the experimental group. Biology-, chemistry-, physics- and technology-related self-concepts increased significantly when participating in the course. The results also indicate that the course format and major field of study can have an impact on the development of pre-service teachers’ professional knowledge. Regarding the development of academic self-concepts in the experimental group, it can be assumed that both the weekly and block course format are beneficial for heterogeneous learner groups consisting of pre-service teachers with different major fields of study.

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