The purpose of this study was to determine transfer of learning from an introductory to an advanced course in biology. All lecture sections in the advanced course at New York City Technical College were used for random sampling in the study. These lecture sections consisted of a mixture of students who were exposed to techniques of transfer of…

Aptitude treatment interaction (ATI) for the two most widely used science teaching strategies (lecture method and lecture method augmented with classroom activities) was investigated. The aptitude variables examined were cognitive ability level expressed in Piagetian terms and cognitive learning style (field independence/dependence). A sample of…

Examines two instructional strategies, the traditional and learning cycle approaches, and compares them with regard to the variables of sequence, format, and necessity. Concludes that students exposed to the laboratory and discussion type had higher test scores than those in the lecture or reading groups. (Author/RT)