G M Seddon
Biographic Data
| ID | 3655207 |
|---|---|
| NAME | G M Seddon |
| GIVEN NAMES | G M |
| FAMILY NAME | Seddon |
| SIGNATURE | SEDDON G M |
| AFFILIATIONS | University of East Anglia |
| VERIFIED | No |
| TOTAL WORKS | 15 |
| TOTAL CITATIONS | 6 |
| AUTHOR COUNT | 15 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1975 |
| LATEST PUBLICATION YEAR | 1990 |
| H-INDEX | 1 |
Non‐verbal Effects in Oral Testing
The investigation is intended to determine whether non‐verbal effects such as appearance and body language can result in a difference in the scores given to students' oral answers to oral questions. A sample of 14‐15‐year‐old students answered a set of typical science questions orally and was assessed by two pairs of experienced teachers. One pair put the questions and assessed the students in a face‐to‐face situation. The other assessed the same…
The Relative Effectiveness of Four Methods of Teaching Practical Scientific Skills to Secondary School Students
S ummary . The investigation compares the effectiveness of four methods of teaching students how to perform two practical scientific skills. The methods comprise commonly used combinations of four different modes of communication. Method W uses written instructions only. Method WG has these written instructions supplemented with graphics. Method WGS adds spoken instructions to the combination used in Method WG, and Method WGSD also includes a vid…
Changes in the Marking Standard and Reliability of Successive Assessments of Practical Skills in Science
The investigation set out to determine whether there were significant changes in marking standard and reliability when eight experienced teachers carried out two successive assessments of the performance on a practical exercise using different random samples of 20 fourth‐year secondary school students on each occasion. The practical exercise required the students to prepare a salt by the reaction of an oxide with an acid, and the points of assess…
The Validity of Reliability Measures
It is shown that some commonly used indices can be misleading in their quantification of reliability. The effects are seen most vividly in assessing the reliability of gain or difference scores. In addition, it is explained that the calculation of all the currently used indices is based on a wrong assumption about the value of the correlation coefficient between true and error scores being zero. The practical effects of using this wrong assumptio…
A Method of Item‐analysis and Item‐selection for the Construction of Criterion‐referenced Tests
S ummary . The optimum composition of criterion‐referenced tests in terms of the statistical parameters of the items is determined theoretically. A practical procedure for pre‐testing and selecting items to achieve this optimum composition is discussed. The paper then describes an empirical investigation to determine the usefulness of this procedure. The results showed that a test constructed by this procedure was more effective than 93 out of 10…
The Transferability of Scientific Concepts Between Different Languages for Kenyan Students
S ummary . This investigation sets out to determine whether scientific concepts which have been previously acquired in one of the languages, English, Swahili or Kikuyu by multilingual Kenyan secondary school students can be transferred to the other two languages. The investigation is based on practical lessons using worksheets translated into the three languages. The results demonstrate that transfer is possible to the vernacular languages from E…
The Structure of Abilities in Visualising the Rotation of Three‐dimensional Structures Presented as Models and Diagrams
S ummary . The aim of this investigation was to determine the structure of abilities underlying the visualisation of rotations about the three Cartesian axes for three‐dimensional structures presented as models, on the one hand, and diagrams, on the other. The investigation was carried out by administering a test as two versions which required students to visualise the same rotations of the same structures presented as models and diagrams respect…
The Effects of Colour in Teaching the Visualisation of Rotations in Diagrams of Three‐dimensional Structures
Two different experiments were carried out to compare the effectiveness of instructional programmes containing different degrees of colouring in diagrams. In Experiment I, the programmes were administered to students at different ages over the range 13‐17 years. In Experiment II, where the programmes also varied in terms of the numbers of diagrams used, they were administered only to 17‐year olds. In both experiments, the effectiveness of the pro…
The Responsiveness of Students to Pictorial Depth Cues and the Understanding of Diagrams of Three‐dimensional Structures
Two experiments were carried out to investigate how remedial instruction may be given to students who have difficulties in understanding the three‐dimensional spatial relationships portrayed in diagrams of three‐dimensional structures. Both experiments are based on a model which describes this kind of understanding in terms of the ability to respond correctly to each of four depth cues in the diagrams, and the ability to combine these depth cues …
Factors in the Use of Lap‐dissolve Presentation Methods for Teaching the Visualisation of Spatial Transformations
Two experiments were performed to study the effects of varying the exposure‐time and the dissolve‐time in the use of a lap‐dissolve control unit in presenting programmes intended to teach 14‐15‐year‐old students to visualise the effects of performing reflections and rotations on molecules represented in diagrams. Both experiments employed a two‐dimensional design with three levels for each of the two factors. The Rotations Programme was not effec…
The Transferability of Two Pictorial Scientific Tasks Between Different Spatial Dimensions
S ummary . Students in Cape Verde and Pakistan worked through different versions of two instructional programmes intended to teach the visualisation of reflection or rotation respectively in diagrams of three‐dimensional structures. The three versions of the Reflections Programme were concerned respectively with reflections across a different Cartesian plane; the three versions of the Rotations Programme were concerned respectively with rotations…
The Visualization of Rotation in Diagrams of Three-Dimensional Structures
Two experiments were carried out to investigate how remedial instruction may be given to students who have difficulties in visualizing the diagrammatic representation of a three-dimensional structure after the structure has been rotated. Experiment I demonstrated that two methods using models and diagrams were significantly better than a method that used only diagrams. The use of shadows with the models was significantly better than the use of mo…
The Effects of Chronological Age on the Relationship of Academic Achievement With Extraversion and Neuroticism
S ummary . A sample of 741 students worked through a self‐instructional chemistry programme after completing tests of extraversion, neuroticism, verbal intelligence, non‐verbal intelligence and background knowledge in chemistry. The existence of significant interactions involving extra‐version and neuroticism with the measures of chronological age, intelligence and background knowledge in determining post‐test performance was then investigated. T…
The influence of secondary depth cues on the understanding by Nigerian schoolboys of spatial relationships in pictures
The ability of 105 Nigerian schoolboys to interpret pictures three-dimensionally was studied as a function of changing the number of depth cues on moving from monochrome photographs incorporating the effects of shadow, through fully cued line drawings, to line drawings containing only elevation cues. The experiment also investigated the effects of different amounts of previous formal training in technical drawing on performance in these tasks.The…
The Effects of Chronological Age on the Relationship of Intelligence and Academic Achievement With Extraversion and Neuroticism
This study examines the possibility that the relationships of intelligence and academic achievement with both extraversion and neuroticism may vary with chronological age. A sample of 741 students in the 15–19 age group worked through a battery of four tests, two of which were tests of intelligence and two tests of achievement in chemistry. The nature of the relationships between performance on these tests and measures of extraversion, neuroticis…
The Visualization of Rotation in Diagrams of Three-Dimensional Structures
Two experiments were carried out to investigate how remedial instruction may be given to students who have difficulties in visualizing the diagrammatic representation of a three-dimensional structure after the structure has been rotated. Experiment I demonstrated that two methods using models and diagrams were significantly better than a method that used only diagrams. The use of shadows with the models was significantly better than the use of mo…
Changes in the Marking Standard and Reliability of Successive Assessments of Practical Skills in Science
The investigation set out to determine whether there were significant changes in marking standard and reliability when eight experienced teachers carried out two successive assessments of the performance on a practical exercise using different random samples of 20 fourth‐year secondary school students on each occasion. The practical exercise required the students to prepare a salt by the reaction of an oxide with an acid, and the points of assess…
Factors in the Use of Lap‐dissolve Presentation Methods for Teaching the Visualisation of Spatial Transformations
Two experiments were performed to study the effects of varying the exposure‐time and the dissolve‐time in the use of a lap‐dissolve control unit in presenting programmes intended to teach 14‐15‐year‐old students to visualise the effects of performing reflections and rotations on molecules represented in diagrams. Both experiments employed a two‐dimensional design with three levels for each of the two factors. The Rotations Programme was not effec…
The Transferability of Two Pictorial Scientific Tasks Between Different Spatial Dimensions
S ummary . Students in Cape Verde and Pakistan worked through different versions of two instructional programmes intended to teach the visualisation of reflection or rotation respectively in diagrams of three‐dimensional structures. The three versions of the Reflections Programme were concerned respectively with reflections across a different Cartesian plane; the three versions of the Rotations Programme were concerned respectively with rotations…
The influence of secondary depth cues on the understanding by Nigerian schoolboys of spatial relationships in pictures
The ability of 105 Nigerian schoolboys to interpret pictures three-dimensionally was studied as a function of changing the number of depth cues on moving from monochrome photographs incorporating the effects of shadow, through fully cued line drawings, to line drawings containing only elevation cues. The experiment also investigated the effects of different amounts of previous formal training in technical drawing on performance in these tasks.The…
The Effects of Chronological Age on the Relationship of Intelligence and Academic Achievement With Extraversion and Neuroticism
This study examines the possibility that the relationships of intelligence and academic achievement with both extraversion and neuroticism may vary with chronological age. A sample of 741 students in the 15–19 age group worked through a battery of four tests, two of which were tests of intelligence and two tests of achievement in chemistry. The nature of the relationships between performance on these tests and measures of extraversion, neuroticis…
The Effects of Chronological Age on the Relationship of Academic Achievement With Extraversion and Neuroticism
S ummary . A sample of 741 students worked through a self‐instructional chemistry programme after completing tests of extraversion, neuroticism, verbal intelligence, non‐verbal intelligence and background knowledge in chemistry. The existence of significant interactions involving extra‐version and neuroticism with the measures of chronological age, intelligence and background knowledge in determining post‐test performance was then investigated. T…
The influence of secondary depth cues on the understanding by Nigerian schoolboys of spatial relationships in pictures
The ability of 105 Nigerian schoolboys to interpret pictures three-dimensionally was studied as a function of changing the number of depth cues on moving from monochrome photographs incorporating the effects of shadow, through fully cued line drawings, to line drawings containing only elevation cues. The experiment also investigated the effects of different amounts of previous formal training in technical drawing on performance in these tasks.The…
The Responsiveness of Students to Pictorial Depth Cues and the Understanding of Diagrams of Three‐dimensional Structures
Two experiments were carried out to investigate how remedial instruction may be given to students who have difficulties in understanding the three‐dimensional spatial relationships portrayed in diagrams of three‐dimensional structures. Both experiments are based on a model which describes this kind of understanding in terms of the ability to respond correctly to each of four depth cues in the diagrams, and the ability to combine these depth cues …
Factors in the Use of Lap‐dissolve Presentation Methods for Teaching the Visualisation of Spatial Transformations
Two experiments were performed to study the effects of varying the exposure‐time and the dissolve‐time in the use of a lap‐dissolve control unit in presenting programmes intended to teach 14‐15‐year‐old students to visualise the effects of performing reflections and rotations on molecules represented in diagrams. Both experiments employed a two‐dimensional design with three levels for each of the two factors. The Rotations Programme was not effec…
The Transferability of Two Pictorial Scientific Tasks Between Different Spatial Dimensions
S ummary . Students in Cape Verde and Pakistan worked through different versions of two instructional programmes intended to teach the visualisation of reflection or rotation respectively in diagrams of three‐dimensional structures. The three versions of the Reflections Programme were concerned respectively with reflections across a different Cartesian plane; the three versions of the Rotations Programme were concerned respectively with rotations…
The Visualization of Rotation in Diagrams of Three-Dimensional Structures
Two experiments were carried out to investigate how remedial instruction may be given to students who have difficulties in visualizing the diagrammatic representation of a three-dimensional structure after the structure has been rotated. Experiment I demonstrated that two methods using models and diagrams were significantly better than a method that used only diagrams. The use of shadows with the models was significantly better than the use of mo…
The Effects of Colour in Teaching the Visualisation of Rotations in Diagrams of Three‐dimensional Structures
Two different experiments were carried out to compare the effectiveness of instructional programmes containing different degrees of colouring in diagrams. In Experiment I, the programmes were administered to students at different ages over the range 13‐17 years. In Experiment II, where the programmes also varied in terms of the numbers of diagrams used, they were administered only to 17‐year olds. In both experiments, the effectiveness of the pro…
The Structure of Abilities in Visualising the Rotation of Three‐dimensional Structures Presented as Models and Diagrams
S ummary . The aim of this investigation was to determine the structure of abilities underlying the visualisation of rotations about the three Cartesian axes for three‐dimensional structures presented as models, on the one hand, and diagrams, on the other. The investigation was carried out by administering a test as two versions which required students to visualise the same rotations of the same structures presented as models and diagrams respect…
A Method of Item‐analysis and Item‐selection for the Construction of Criterion‐referenced Tests
S ummary . The optimum composition of criterion‐referenced tests in terms of the statistical parameters of the items is determined theoretically. A practical procedure for pre‐testing and selecting items to achieve this optimum composition is discussed. The paper then describes an empirical investigation to determine the usefulness of this procedure. The results showed that a test constructed by this procedure was more effective than 93 out of 10…
The Transferability of Scientific Concepts Between Different Languages for Kenyan Students
S ummary . This investigation sets out to determine whether scientific concepts which have been previously acquired in one of the languages, English, Swahili or Kikuyu by multilingual Kenyan secondary school students can be transferred to the other two languages. The investigation is based on practical lessons using worksheets translated into the three languages. The results demonstrate that transfer is possible to the vernacular languages from E…
The Validity of Reliability Measures
It is shown that some commonly used indices can be misleading in their quantification of reliability. The effects are seen most vividly in assessing the reliability of gain or difference scores. In addition, it is explained that the calculation of all the currently used indices is based on a wrong assumption about the value of the correlation coefficient between true and error scores being zero. The practical effects of using this wrong assumptio…
Changes in the Marking Standard and Reliability of Successive Assessments of Practical Skills in Science
The investigation set out to determine whether there were significant changes in marking standard and reliability when eight experienced teachers carried out two successive assessments of the performance on a practical exercise using different random samples of 20 fourth‐year secondary school students on each occasion. The practical exercise required the students to prepare a salt by the reaction of an oxide with an acid, and the points of assess…
Non‐verbal Effects in Oral Testing
The investigation is intended to determine whether non‐verbal effects such as appearance and body language can result in a difference in the scores given to students' oral answers to oral questions. A sample of 14‐15‐year‐old students answered a set of typical science questions orally and was assessed by two pairs of experienced teachers. One pair put the questions and assessed the students in a face‐to‐face situation. The other assessed the same…
The Relative Effectiveness of Four Methods of Teaching Practical Scientific Skills to Secondary School Students
S ummary . The investigation compares the effectiveness of four methods of teaching students how to perform two practical scientific skills. The methods comprise commonly used combinations of four different modes of communication. Method W uses written instructions only. Method WG has these written instructions supplemented with graphics. Method WGS adds spoken instructions to the combination used in Method WG, and Method WGSD also includes a vid…
Psychology (14 works) · Mathematics (9 works) · Computer Science (8 works) · Mathematics education (8 works) · Statistics (8 works) · Science Education and Pedagogy (6 works) · Artificial Intelligence (5 works) · Artificial Intelligence (5 works) · Spatial Cognition and Navigation (5 works) · Geometry (4 works)