This study attempts to define the contradiction between cooperative learning, which has an important place in science education, and the relative evaluation system. The fixation of the situation which was done with the data obtained from the literature also has been supported with a semi-structured interview study conducted with eighteen science…

A multiphasic plan to improve lecture effectiveness which centers on teaching behaviors that can facilitate the learning process is described. Lectures were evaluated based on the inclusion of behaviors such as objectives, advance organizers, questioning, wait-time, and use of teaching aids. Included are the results and a discussion. (KR)

Examined are first-year medical students' (n=160) explanations of complex concepts in cardiopulmonary physiology following a lecture series. The results revealed systematic misconceptions by the students in developing a pathophysiological model of the problem. The implications for science instruction within a medical curriculum are discussed.…

The idea of potential and usable processing space is explored, and consequent teaching strategies are discussed. Simultaneous studies of the effect of working memory space and field-dependence on science performance at secondary and tertiary levels are reviewed. How students filter out "signal" from "noise" during various…

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…

Presented is a study in which students' intellectual reasoning development was evaluated following instruction that emphasized formal operations in a traditional lecture format. Results indicated that formal-operational students had significantly more success in the three reasoning areas than transitional students and transitional students had…

The performance of two groups of chemistry students, one taught using the traditional lecture method and the other interactive, in solving stoichiometry problems is described. The interactive instruction appears more effective for students who are less adept at information processing. The interaction apparently does not challenge better students,…

The study of science involves learning the processes of science as well as its content. The recent revival of interest in developing thinking skills has encouraged added emphasis on process skills instruction. A science teacher wanting to add instruction of process skills is faced with several problems: (1) texts and lab manuals are not likely to…

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…

Compares the effectiveness of two instructional models in bringing about a valid understanding of science concepts in prospective elementary teachers. Describes the two instructional models; an expository model and a learning cycle model. Concludes that college students understandings of science concepts may be improved using a combination of the…

Discusses some of the advantages and disadvantages of both live and videotaped presentations, particularly in regard to courses in mechanical engineering. Describes a graduate-level gas dynamics course that was offered live and on videotape to students both on and off campus by the University of Illinois (Urbana-Champaign). (TW)

Investigated attitudes toward lectures, self-concept, and locus of control of Egyptian middle school teachers with (N=40) and without (N=40) professional educational training. A set of more desirable attitudes toward lectures, higher self-concept, and greater internal locus of control were found in the group with professional training. (DH)

A learning cycle consists of three phases: exploration; conceptual invention; and expansion of an idea. These phases parallel Piaget's functioning model of assimilation, disequilibrium and accomodation, and organization respectively. The learning cycle perceives students as actors rather than reactors to the environment. Inherent in that…