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Setting Theoretical and Empirical Foundations for Assessing Scientific Inquiry and Discovery in Educational Programs.
Peer reviewed Peer reviewed
Zachos, Paul; Hick, Thomas L.; Doane, William E. J.; Sargent, Cynthia – Journal of Research in Science Teaching, 2000
Uses two assessment methods to measure student competence in conducting scientific inquiry. Investigates 32 high school students for a relationship between scientific inquiry capability and success in making discoveries. Defines scientific inquiry, scientific discovery, and the relationship between these two concepts. (Contains 70 references.)…
Descriptors: Competence, Density (Matter), Discovery Learning, High Schools
An Empirical Investigation to Determine the Relative Effectiveness of Discovery, Laboratory, and Expository Methods of Teaching Science Concepts
Peer reviewed Peer reviewed
Babikian, Yeghia – Journal of Research in Science Teaching, 1971
Descriptors: Concept Formation, Discovery Learning, Educational Research, Instruction
Effects of Traditional and Discovery Instructional Approaches on Learning Outcomes for Learners of Different Intellectual Development: A Study of Chemistry Students in Zambia.
Peer reviewed Peer reviewed
Mulopo, Moses M.; Fowler, H. Seymour – Journal of Research in Science Teaching, 1987
Reports on a study that examined the differential effectiveness of traditional and discovery methods of chemistry instruction in Zambia. Compared were the teaching of science concepts, understandings about science, and scientific attitudes to learners at the concrete and formal levels of cognitive development. (TW)
Descriptors: Academic Achievement, Chemistry, Cognitive Ability, Cognitive Measurement