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Science Achievement in Semester and All-Year Courses.
Peer reviewed Peer reviewed
Bateson, David J. – Journal of Research in Science Teaching, 1990
The effects of full-credit semester and all-year timetables on science attitudes and science achievement of grade 10 students was investigated. Findings indicated that students in all-year courses consistently outperformed students in semester courses in the cognitive domain, but there were no differences in the affective domain. (CW)
Descriptors: Academic Achievement, Affective Measures, Cognitive Structures, Grade 10
Building an Organized Knowledge Base: Concept Mapping and Achievement in Secondary School Physics.
Peer reviewed Peer reviewed
Pankratius, William J. – Journal of Research in Science Teaching, 1990
Investigated was the effect of concept mapping on science achievement. It was concluded that mapping concepts prior to, during, and subsequent to instruction led to greater achievement. (CW)
Descriptors: Academic Achievement, Advance Organizers, Cognitive Structures, Concept Mapping
Relationships Between Middle School Students' Science Concept Structure Interrelatedness Competence and Selected Cognitive and Affective Tendencies.
Peer reviewed Peer reviewed
Harty, Harold; And Others – Journal of Research in Science Teaching, 1985
Investigated if relationships existed between middle school students (N=105) science concept structure interrelatedness competence and their time on task, science achievement, scholastic aptitude, previous experience with concept structure interrelatedness, attitudes toward science, interest in science, science curiosity, and self-concept of…
Descriptors: Academic Achievement, Affective Behavior, Cognitive Structures, Elementary School Science
A Comparison of Concrete and Formal Science Instruction Upon Science Achievement and Reasoning Ability of Sixth Grade Students.
Peer reviewed Peer reviewed
Saunders, Walter L.; Shepardson, Daniel – Journal of Research in Science Teaching, 1987
Reports on a study designed to examine the effect of concrete and formal instruction upon reasoning and science achievement of sixth grade students. Results indicated that the concrete instruction group had significantly higher levels of performance in science achievement and cognitive development and that males outperformed females. (TW)
Descriptors: Academic Achievement, Cognitive Development, Cognitive Structures, Educational Strategies