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Persuading Teachers to Reexamine the Innovative Elementary Science Programs of Yesterday: The Effect of Anecdotal Versus Data-Summary Communications.
Peer reviewed Peer reviewed
Koballa, Thomas R. Jr. – Journal of Research in Science Teaching, 1986
Developed and validated anecdotal and data-summary persuasive communications and tested their effect on preservice teachers' attitudes toward supplementing traditional, textbook-based science programs with either Science-A Process Approach or the Science Curriculum Improvement Study. Results show that anecdotal nature communications were more…
Descriptors: Communication (Thought Transfer), Elementary School Science, Higher Education, Preservice Teacher Education
A Comparison of a Biological Sciences Curriculum Study (BSCS) Laboratory and a Traditional Laboratory on Student Achievement at Two Private Liberal Arts Colleges.
Peer reviewed Peer reviewed
Hall, Donald A.; McCurdy, Donald W. – Journal of Research in Science Teaching, 1990
Compared is an inquiry-oriented Biological Sciences Curriculum Study (BSCS) style laboratory approach with a more directive traditional approach on student outcomes in the cognitive and affective domains of learning. Differences in science achievement, reasoning ability, attitude, and stages of development are discussed. (KR)
Descriptors: Attitudes, Cognitive Development, Cognitive Processes, College Science
Investigations in Science Education. Volume 9, Number 4.
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Blosser, Patricia E., Ed.; Mayer, Victor J., Ed. – Investigations in Science Education, 1983
Presented are abstracts and abstractors' analyses of 10 studies related to science instruction and 3 studies related to science curriculum. Analyses in the first section (instruction) are on studies of: the influence of instructional structure and focus of control on achievement; effects of individualized audio-tutorial and frontal…
Descriptors: Academic Achievement, Classroom Environment, Cognitive Style, Concept Formation