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Preservice Teachers' Acquisition and Retention of Integrated Science Process Skills: A Comparison of Teacher-Directed and Self-Instructional Strategies.

Peer reviewed

Strawitz, Barbara M.; Malone, Mark R. – Journal of Research in Science Teaching, 1987

Reports on a study intended to compare the effects of two methods of instruction designed to teach preservice elementary teachers to acquire and retain integrated science process skills. Results indicated that the self-instructional method was significantly more effective than the teacher-directed method. (TW)

Descriptors: Classroom Techniques, Educational Strategies, Elementary Education, Elementary School Science