A quantitative and descriptive assessment of the applied associate degree (the AS degree in Florida) being utilized as a transfer credential into baccalaureate work within Florida's State University System (SUS) between the academic years of 1978-79 and 1984-85. The study's analysis focused upon Florida's twenty-eight public community colleges and nine state universities wherein 8,922 AS degree holders matriculated from lower- to upper-division institutions. Specific findings and recommendations are related to: (1) observed trends in the number of students who received an applied associate degree and, subsequently, transferred into the SUS; (2) observed trends in the baccalaureate majors being selected by these transferees; (3) observed trends in the AS to BS transfer flows from specific community colleges and into specific universities; (4) identifiable program or curricular activities within Florida's public community colleges or state universities which either supported, simulated, or retarded such AS to BS transfer trends; (5) department heads' identification of perceived precursors which impacted upon the Florida's AS degree becoming a transfer credential; and, (6) educational policy implications for the state or institutional levels perceived by community college and university department heads. Study findings and recommendations were based upon the analysis of both data from the State Board of Regents' Student Data Course File, and, a survey instrument administered to 259 selected department heads within Florida's public community colleges and state universities. / Source: Dissertation Abstracts International, Volume: 47-12, Section: A, page: 4347. / Thesis (Ph.D.)--The Florida State University, 1986.

The purpose of this study was to investigate the relationship to Jungian preference of the following: (a) observed student behavior during science class, (b) students' perceptions of their own behavior during science class, and (c) students' selection of types of curriculum materials during science class. / A random selection of 10 students from each of 14 secondary science classrooms in the Leon County School District, Tallahassee, Florida provided the subjects for this study. / Data were collected from February through April, 1982. A modified version of the Science Curriculum Assessment System (SCAS) was used to code observed student classroom behavior. After all observational data were collected for a particular school, interview protocols derived from SCAS were used to obtain student perceptions of their observed classroom behavior. Finally, the Myers-Briggs Type Indicator (MBTI) was administered to assess students' Jungian preferences. / Correlation analyses were used to investigate relationships between observed and perceived student classroom behavior. Analysis of variance was used to investigate the differences in overall behavioral patterns and selection of types of curriculum materials. / The results indicated the following: (1) Students' perceptions of their classroom behavior were varied and inconsistent, regardless of their Jungian preferences. (2) No significant differences existed in perceived or observed classroom behavior between students with different Jungian preferences. (3) No significant differences existed in types of curriculum materials selected between students with different Jungian preferences. / Perhaps science teachers' instructional strategies forced students to exhibit similar classroom behavioral patterns and select similar curriculum materials which were inconsistent with their Jungian preferences. / Source: Dissertation Abstracts International, Volume: 44-02, Section: A, page: 0451. / Thesis (Ph.D.)--The Florida State University, 1983.

This study was designed to ascertain the effects of specific behavioral objectives versus study questions on learning of undergraduate biology students. Three hypotheses were generated: (1) the use of study questions facilitates learning from written instructional materials, (2) if two groups are differentially exposed to either a list of specific behavioral objectives or a list of study questions based on those objectives, the group with study questions will show a greater increase in learning than the group receiving behavioral objectives, and (3) a combination of specific behavioral objectives and study questions will result in more learning than either specific behavioral objectives or study questions presented alone. To test these hypotheses an experiment was conducted. Eighty-two freshmen biology students in Saudi Arabia were randomly assigned to one of four groups: (1) Group A, specific behavioral objectives and study questions together, (2) Group B, study questions alone, (3) Group C, specific behavioral objectives alone, and (4) Group D, which served as a control group and used none of the strategies. / Three analysis of covariance were selected to test the hypotheses using the high school biology scores, the general achievement scores, and the pretest scores as covariates. / There was conclusive evidence in support of all hypotheses. Students with study questions (i.e., Groups A and B) performed significantly higher than students without study questions (i.e., Groups C and D) on a posttest given during the last day of instruction and on a retention test given a week later. It was concluded that study questions should be employed as a preinstructional strategy. / Source: Dissertation Abstracts International, Volume: 44-02, Section: A, page: 0452. / Thesis (Ph.D.)--The Florida State University, 1982.

Eleven undergraduate science and non-science majors (novices) and nine genetics graduate students and instructors (experts) were video taped as they solved a group of seven complex classical genetics problems. The interview technique which was modeled after the clinical procedures of H. A. Simon and Piaget encouraged subjects to think aloud with as little interruption as possible. Subjects then performed three Piagetian tasks designed to assess the formal schemes of proportions, combinations, and probability. The goals of the study were: to document the problem-solving performances of subjects, comparing them in terms of expertise, problem-solving success, and cognitive development; to document problem-solving behaviors reported in other domains; and to determine whether or not genetics is a fruitful domain for problem-solving research. / Successful (and moderately successful) subjects shared more distinctive differences from unsuccessful subjects than did experts when compared with novices. In contrast to unsuccessful subjects, successful subjects tended to perceive the problem as a task of analysis and reason; to solve the problem step by step; to use a knowledge-development approach; to use trial-and-error only when the possibilities of more powerful strategies had been exhausted; when using trial-and-error, to select options in view of the knowledge developed from previously unsuccessful trials; to have a better understanding of genetic information; to offer accurate biological explanations of the events involved; to have a store of typical procedures of modeling these events; to perform at a higher cognitive level; to make fewer careless errors; to make comments evidencing planning; to have a broader range of general heuristics and to use them more frequently; to draw an explicit definition key and to consider symbol definition as a transformation (not merely an abbreviation) process; and to use a number of checks on solution accuracy and completeness. Unsuccessful subjects were more likely to produce solutions which were unacceptable in substance and form; to make improper decisions of relevance and importance; to omit necessary work; to do more unnecessary work; and to apply incorrect information. / These observations were used as a basis for modifying current problem-solving theory and to develop a procedural scheme which could serve as a basis for computer modeling of genetics problem solving. / Source: Dissertation Abstracts International, Volume: 44-02, Section: A, page: 0451. / Thesis (Ph.D.)--The Florida State University, 1983.

Source: Dissertation Abstracts International, Volume: 32-11, Section: A, page: 6239. / Thesis (Ph.D.)--The Florida State University, 1971.

Source: Dissertation Abstracts International, Volume: 31-03, Section: A, page: 1099. / Thesis (Ph.D.)--The Florida State University, 1969.

Source: Dissertation Abstracts International, Volume: 32-01, Section: A, page: 0266. / Thesis (Ph.D.)--The Florida State University, 1970.

Source: Dissertation Abstracts International, Volume: 32-01, Section: A, page: 0269. / Thesis (Ph.D.)--The Florida State University, 1970.

Source: Dissertation Abstracts International, Volume: 31-09, Section: A, page: 4578. / Thesis (Ph.D.)--The Florida State University, 1970.

Source: Dissertation Abstracts International, Volume: 31-09, Section: A, page: 4575. / Thesis (Ph.D.)--The Florida State University, 1970.