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Linn, Marcia C.; And Others – Journal of Research in Science Teaching, 1977
Investigated were children's reactions when allowed to choose their own apparatus and perform experiments with appropriate directions available. Few students invented their own experiments; most followed the available printed instructions. (SL)
Descriptors: Educational Research, Elementary Education, Elementary School Science, Instruction
Peer reviewed Peer reviewed
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
Peer reviewed Peer reviewed
Friend, Harold; And Others – Journal of Research in Science Teaching, 1989
Determines how the use of a science education program affected selected ninth-grade students' comprehension of science reading material. The different effects of the program depended on students' reading and mathematics scores. (Author/YP)
Descriptors: Grade 9, Newspapers, Reading Comprehension, Science Activities
Peer reviewed Peer reviewed
Kahle, Jane Butler; Lakes, Marsha K. – Journal of Research in Science Teaching, 1983
National Assessment of Educational Progress data show that, by age 9, girls express interest but do not engage in as many science activities as boys. This continues through ages 13 and 17, paralleled by increasing negative views of science and science classes/careers. Suggestions to eliminate inequalities found are offered. (JN)
Descriptors: Academic Achievement, Educational Attitudes, Elementary School Science, Elementary Secondary Education
Peer reviewed Peer reviewed
Nachmias, Rafi; Linn, Marcia C. – Journal of Research in Science Teaching, 1987
Examines (1) how students evaluate information obtained in the science laboratory; (2) the effects of use of microcomputer-based laboratory; and, (3) the effects of explicit instruction on critical evaluation skills. Discusses results in terms of students' propensity to accept incorrect graphs and in terms of the effect of the enhanced instruction…
Descriptors: Computer Assisted Instruction, Computer Uses in Education, Educational Technology, Graphs