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A Study of Teaching Strategies, Student Cognitive Development, and Cognitive Style as They Relate to Student Achievement in Science.
Peer reviewed Peer reviewed
Shymansky, James A.; Yore, Larry D. – Journal of Research in Science Teaching, 1980
Investigated the interaction between science teaching strategy (semideductive, structured inductive, hypotheticodeductive) and selected learner characteristics (Piagetian cognitive level and field independence) in terms of student achievement in science. Achievement of undergraduate elementary education majors (N=77) in a general science program…
Descriptors: Aptitude Treatment Interaction, Cognitive Development, Cognitive Style, College Science
A Comparison of the Classroom Dynamics of a Problem-Solving and Traditional Laboratory Model of Instruction Using Path Analysis.
Peer reviewed Peer reviewed
Pizzini, Edward L.; Shepardson, Daniel P. – Journal of Research in Science Teaching, 1992
Compares models of the classroom dynamics for a traditional laboratory setting and a problem-solving-centered environment, both at the eighth grade science level. Descriptive data indicate no differences in the models, whereas path analyses suggest that, in the problem-solving model, student behaviors significantly correlate to lesson structure,…
Descriptors: Causal Models, Classroom Research, Classroom Techniques, Cognitive Style