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Leonard, William H. – Journal of Research in Science Teaching, 1989
This was an experiment to test the extended discretion laboratory approach versus a guided-inquiry approach for teaching biology in a university setting. Among three criterion variables (examination, reports, and quizzes), only the laboratory report scores showed differences between groups and group-by-instructor interaction. (Author/YP)
Descriptors: Biology, College Science, Inquiry, Laboratory Experiments
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Tamir, Pinchas; Amir, Ruth – Journal of Research in Science Teaching, 1987
Reviews a study that analyzed the inquiry-oriented matriculation tests of 12th-grade biology students (N=3650) in Israel for the purpose of finding the interrelationships among 21 process skills. Discusses the seven factors that emerged from factor analysis and indicates the theoretical and practical implications of the findings. (ML)
Descriptors: Biology, Factor Analysis, Foreign Countries, Inquiry
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Linn, Marcia C.; And Others – Journal of Research in Science Teaching, 1987
Discusses the gender differences revealed on the science content items of the National Assessment of Educational Progress Science Assessment. Examines explanations for the differences, including differential prior instruction, differential response to uncertainty, differential response to figurally presented items, and different attitudes toward…
Descriptors: Academic Achievement, Inquiry, Prior Learning, Science Education
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Hawkins, Jan; Pea, Roy D. – Journal of Research in Science Teaching, 1987
Presents perspectives on creating new technology-based supports for science learning. Reviews current philosophies concerning the interpretative nature of scientific inquiry and discusses the difficulties of students and teachers in science education. Describes a prototype software system for supporting scientific inquiry processes in students.…
Descriptors: Cognitive Processes, Computer Assisted Instruction, Computer Uses in Education, Concept Formation
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Lawrenz, Frances; Lawson, Anton E. – Journal of Research in Science Teaching, 1986
Presents study findings which explored the effect of teacher reasoning level and teaching style preference on improvement in student-reasoning ability. Reports that students of concrete operational teachers and of inquiry teachers showed greater gains in reasoning ability than students of formal operational teachers and of expository teachers. (ML)
Descriptors: Cognitive Development, Cognitive Processes, Cognitive Style, Elementary Education
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Staver, John R.; Bay, Mary – Journal of Research in Science Teaching, 1987
Reports on a study designed to examine selected units of commonly used elementary science texts, using the Project Synthesis goal clusters as a framework for part of the examination. The discussion of the finding focuses on the comparison of the results to recommendations of the National Science Teachers Association (NSTA). (TW)
Descriptors: Content Analysis, Course Content, Elementary Education, Elementary School Science
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Kyle, William C., Jr.; And Others – Journal of Research in Science Teaching, 1988
Reports on a study conducted in the Richardson Independent School District (Texas) which was designed to assess the attitudes toward science of students and teachers who have been involved with the Science Curriculum Improvement Study (SCIS) compared to non-SCIS students and teachers. (TW)
Descriptors: Elementary Education, Elementary School Science, Experiential Learning, Inquiry
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Enyedy, Noel; Goldberg, Jennifer – Journal of Research in Science Teaching, 2004
In this study, we seek a better understanding of how individuals and their daily interactions shape and reshape social structures that constitute a classroom community. Moreover, we provide insight into how discourse and classroom interactions shape the nature of a learning community, as well as which aspects of the classroom culture may be…
Descriptors: Science Programs, Interaction, Educational Change, Science Education