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A Study of the Relationship among Type and Quality of Implementation of Science Teaching Strategy, Student Formal Reasoning Ability, and Student Engagement.
Peer reviewed Peer reviewed
Roadrangka, Vantipa; Yeany, Russell H. – Journal of Research in Science Teaching, 1985
Data from 60 observations of 10 teachers and 10 each of their students showed that type/quality of teaching strategy predicted 37 percent of variance in engagement and that the more indirect the teaching strategy, the greater the students' involvement in learning tasks. Implications of these and other findings are discussed. (Author/JN)
Descriptors: Abstract Reasoning, Cognitive Development, Developmental Stages, Intermediate Grades
Effects of Academic Ability, Time Allowed for Study, and Teacher Directedness on Achievement in a High School Science Course (ISIS).
Peer reviewed Peer reviewed
Burkman, Ernest; And Others – Journal of Research in Science Teaching, 1981
The simultaneous effects of two instructional variables of degree of teacher direction (student- versus teacher-directed) and time allowed for study and the student variable of general ability are described for student achievement (N=912) in three life-science instructional modules. (Author)
Descriptors: Academic Ability, Academic Achievement, Aptitude Treatment Interaction, Performance Factors