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A Comparison of Student Outcomes in Various Earth Science Courses Taught by Seventeen Iowa Teachers.
Schirner, Silas Wesley – 1967
The effects of the type of earth science course (Earth Science Curriculum Project (ESCP) and non-ESCP), the directness or indirectness of teacher-pupil interaction in various teaching activities (I/D ratio), and the teacher's philosophical orientation (T/NT ratio) on various student outcomes such as understanding of science and scientists;…
Descriptors: Academic Achievement, Critical Thinking, Doctoral Dissertations, Earth Science
Analysis of Instructional Outcomes of Students Involved with Three Courses in High School Chemistry.
Troxel, Verne Aubry – 1968
The outcomes of 1333 students enrolled in Chemical Educational Materials Study (CHEMS), Chemical Bond Approach (CBA), and a traditional chemistry course were compared on the basis of grade and ability level. For the total group, students taking CHEMS and CBA performed significantly better on the American Chemical Society Cooperative Examination in…
Descriptors: Achievement, Chemistry, Comparative Analysis, Course Evaluation
An Experimental Study to Determine the Relative Effectiveness of Four Methods of Laboratory Reports in the Teaching of Chem Study Chemistry.
Torop, William – 1968
Investigated was the effect of different types of laboratory reports on measured outcomes of the Chemical Education Materials Study (CHEMS) Chemistry. Compared were procedures using essay laboratory reports, mimeographed laboratory sheets prepared by the investigator and completed by the students, the laboratory manual for the course completed by…
Descriptors: Achievement, Chemistry, Comparative Analysis, Doctoral Dissertations
Correlations Among Student Outcomes on the Test on Understanding Science, Watson-Glaser Critical Thinking Appraisal, and the American Chemical Society Cooperative Examination-General Chemistry
Troxel, Verne A.; Snider, C. F. Bill – Sch Sci Math, 1970
Descriptors: Achievement Tests, Chemistry, Critical Thinking, Evaluation
A Comparison of Group and Individualized Instructional Techniques in Seventh Grade Science
Peer reviewed Peer reviewed
James, Robert K. – Journal of Research in Science Teaching, 1972
There were no differences in critical thinking, understanding of science, or achievement outcomes between students using an ISCS type instructional unit and those given group instruction over the same content. (AL)
Descriptors: Achievement, Comparative Analysis, Critical Thinking, Grade 7
CHANGE IN CRITICAL THINKING BETWEEN STUDENTS IN LABORATORY-CENTERED AND LECTURE-DEMONSTRATION-CENTERED PATTERNS OF INSTRUCTION IN HIGH SCHOOL BIOLOGY.
SORENSEN, LAVAR LEONARD – 1966
THIS INVESTIGATION WAS DESIGNED TO COMPARE CHANGE IN CRITICAL THINKING IN GROUPS OF STUDENTS STUDYING HIGH SCHOOL BIOLOGY IN LABORATORY-CENTERED CLASSES AND IN LECTURE-DEMONSTRATION-CENTERED CLASSES. TWENTY BIOLOGY CLASSES WERE RANDOMLY SELECTED FROM THE FOUR SENIOR HIGH SCHOOLS IN THE SALT LAKE CITY SCHOOL DISTRICT. TEN CLASSES WERE RANDOMLY…
Descriptors: Academic Achievement, Biology, Comparative Analysis, Critical Thinking
The Effects of a Course in Science and Culture Designed for Secondary School Students.
Cossman, George Wilford – 1967
This study was designed to evaluate the success of an experimental secondary school course for fostering scientific literacy and the development of scientific attitudes. Students were matched using I.Q., sex, grade level, involvement with formal science courses, and cumulative grade point average. Twenty-one "self selected" eleventh and…
Descriptors: Curriculum Development, Doctoral Dissertations, Evaluation, Grade 11