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)

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…

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…

Studied was the effect of instructional method on educational outcomes in an interdisciplinary science uni t taught to 143 eighth grade students of earth science. Compared were the didactic and guided discovery methods of teaching. Also analyzed were the interactions of methods with student characteristics including sex, intelligence, creativity,…