Directed-Inquiry Approach to Learning Science Process Skills: Treatment Effects and Aptitude-Treatment Interactions.

Germann, Paul J.

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Peer reviewed

ERIC Number: EJ391135

Record Type: Journal

Publication Date: 1989

Pages: N/A

Abstractor: N/A

ISBN: N/A

ISSN: ISSN-0022-4308

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Directed-Inquiry Approach to Learning Science Process Skills: Treatment Effects and Aptitude-Treatment Interactions.

Germann, Paul J.

Journal of Research in Science Teaching, v26 n3 p237-50 Mar 1989

Investigates the effect of a directed-inquiry approach to learning science process skills and scientific problem solving in the high school biology laboratory. Reports no main effect of the approach but an interaction effect of the approach and cognitive development. (Author/YP)

Descriptors: Advance Organizers, Analysis of Covariance, Aptitude Treatment Interaction, Biology, Cognitive Development, Critical Thinking, Inquiry, Learning Processes, Learning Strategies, Science Curriculum, Secondary School Science

Publication Type: Journal Articles; Reports - Research

Education Level: N/A

Audience: N/A

Language: English

Sponsor: N/A

Authoring Institution: N/A

Grant or Contract Numbers: N/A

Author Affiliations: N/A