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An Evaluation of Children's Performance on Certain Cognitive, Affective, and Motivational Aspects of the Systems and Subsystems Unit of the Science Curriculum Improvement Study Elementary Science Program
Peer reviewed Peer reviewed
Allen, Leslie R. – Journal of Research in Science Teaching, 1973
The third-year evaluation results of an investigation extending through grade six. Studied performance of the same population, appearing in two previous evaluations, with sex, socioeconomic status, and maturity taken into account. Indicated third grade Science Curriculum Improvement Study (SCIS) children were superior to non-SCIS controls in both…
Descriptors: Academic Achievement, Behavioral Objectives, Curriculum Evaluation, Educational Research
Comparison of Student Outcomes for Science--A Process Approach and Traditional Science Teaching for Third, Fourth, Fifth, and Sixth Grade Classes: A Product Evaluation
Peer reviewed Peer reviewed
Wideen, Marvin F. – Journal of Research in Science Teaching, 1975
Descriptors: Academic Achievement, Curriculum Evaluation, Elementary Education, Elementary School Science
Science Curriculum Effects in High School: A Quantitative Synthesis.
Peer reviewed Peer reviewed
Weinstein, Thomas; And Others – Journal of Research in Science Teaching, 1982
Science curriculum evaluation studies (1963-1978) were examined to assess impact of innovative curricula compared with traditional curricula on student learning outcomes. Results suggest students in secondary school science courses scored moderately better than students in traditional courses on innovative and neutral tests and negligibly lower on…
Descriptors: Academic Achievement, Conventional Instruction, Curriculum Development, Curriculum Evaluation
Evaluating an Individualized Science Program for Community College Students.
Peer reviewed Peer reviewed
Tuckman, Bruce W.; Waheed, Mohammed A. – Journal of Research in Science Teaching, 1981
Investigated whether a self-paced, individualized instruction course in chemistry and physics would result in: (1) greater level of achievement of academically underprepared students (N=80); (2) more satisfaction with instruction; and (3) more positive attitudes when compared with conventional instruction. Results indicate individualized treatment…
Descriptors: Academic Achievement, Chemistry, College Science, Conventional Instruction