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A Reassessment of the Effects of Inquiry-Based Science Curricula of the 60's on Student Performance.
Peer reviewed Peer reviewed
Shymansky, James A.; And Others – Journal of Research in Science Teaching, 1990
In this project, a resynthesis of the research dealing with student performance in new science curricula was conducted using refined statistical procedures. Results generally supported earlier meta-analysis studies. (CW)
Descriptors: Discovery Learning, Elementary School Science, Elementary Secondary Education, Inquiry
The Group Dynamics Approach: A Sociopsychological Approach for Testing the Effect of Discovery and Expository Teaching on the Science Achievement and Attitude of Young Egyptian Students.
Peer reviewed Peer reviewed
Selim, Mohamed Ahmed; Shrigley, Robert L. – Journal of Research in Science Teaching, 1983
Compared effectiveness of discovery and expository instructional strategies on science knowledge and attitudes of fifth-grade Egyptian students (N=276). Although there were no sex differences, students taught by discovery scored higher in achievement (recall and application) and attitudes than those taught by the expository method. (JN)
Descriptors: Academic Achievement, Conventional Instruction, Discovery Learning, Elementary Education
Toward a Clearer Representation of the Crisis in Science Education.
Peer reviewed Peer reviewed
Staver, John R.; Small, Larry – Journal of Research in Science Teaching, 1990
Compared were the integrated process skills of American youngsters who studied for several years in an activity-based, materials-oriented program to a group of Japanese pupils who studied in a similar program and to an American group whose program was textbook oriented. Implications are discussed. (Author/CW)
Descriptors: Comparative Education, Discovery Learning, Educational Improvement, Elementary School Science