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Bay, Mary; And Others – 1990
The purpose of this study was to compare the effectiveness of two instructional approaches on mildly handicapped and nonhandicapped students' science achievement. Students were assigned at random to one of two conditions: (1) direct instruction; and (2) discovery teaching. The content of the lessons remained constant across conditions and focused…
Descriptors: Academic Achievement, Disabilities, Discovery Learning, Elementary Education
Peer reviewedDalton, Bridget; Morocco, Catherine Cobb; Tivnan, Terrence; Mead, Penelope L. Rawson – Journal of Learning Disabilities, 1997
This study compared effects of two approaches to hands-on science, supported inquiry science (SIS) and activity-based science, in six urban and two suburban fourth-grade general education classrooms involving 172 students, 33 of whom had learning disabilities (LD). The study found that students with and without LD demonstrated greater concept…
Descriptors: Concept Formation, Discovery Learning, Educational Methods, Elementary Education
Peer reviewedMulopo, Moses M.; Fowler, H. Seymour – Journal of Research in Science Teaching, 1987
Reports on a study that examined the differential effectiveness of traditional and discovery methods of chemistry instruction in Zambia. Compared were the teaching of science concepts, understandings about science, and scientific attitudes to learners at the concrete and formal levels of cognitive development. (TW)
Descriptors: Academic Achievement, Chemistry, Cognitive Ability, Cognitive Measurement
Download full textLawson, Anton E.; And Others – 1989
This monograph describes the origins of the learning cycle, related research, and how future research might be conducted to further the understanding of theories of instruction. A wide range of information is synthesized, producing a coherent framework for better understanding the theory of the learning cycle. The monograph identifies various…
Descriptors: Cognitive Development, Cognitive Processes, Cognitive Style, Concept Formation
