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The Reception Learning Paradigm.
Peer reviewed Peer reviewed
Novak, Joseph D. – Journal of Research in Science Teaching, 1979
Presented is a paradigm for science education research. The paradigm advances the reception learning theory, where regularities to be learned are presented explicitly to the learner. A tool for the study of knowledge production in science education, the Gowin "V," is presented. (RE)
Descriptors: Cognitive Processes, Concept Formation, Discovery Learning, Educational Philosophy
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
The Long-Term Effect of Intensive Instruction on the Open Exploration Behavior of Ninth Grade Students.
Peer reviewed Peer reviewed
Wright, Emmett L. – Journal of Research in Science Teaching, 1981
Reports long-term effects of intensive instruction in the cue attendance or hypothesis generation on open-exploration behavior of 120 ninth graders. Five dependent measures included: number of observed details; number and quality of hypotheses; and number and diversity of questions. Results suggest long-term benefits. (Author/JN)
Descriptors: Cognitive Processes, Conflict Resolution, Cues, Discovery Learning