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A Study of Information Acquisition in Individualized Instruction
Peer reviewed Peer reviewed
Kuhn, David J. – Science Education, 1972
Describes effects of study time on acquisition retention processes in a general biology course designed for female freshmen and sophomores in high and low analytic-ability groups. Concluded the presence of positive reinforcement, expecially at high analytic level. (CC)
Descriptors: Academic Achievement, Biology, Cognitive Objectives, College Science
A Comparison of the Science Content Knowledge of Graduates from Florida's New Elementary Program and Graduates Who Had Their Science Education in a Traditional Course
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Oberlin, Lynn; Sanders, Lowell B. – Science Education, 1973
Discusses the conduct of a new individualized elementary teacher education program at the University of Florida. Comparison of science content achievement between the new and traditional student groups shows the absence of significant differences. However, about 11 percent of college students scored lower than the top 10 percent of sixth graders.…
Descriptors: Academic Achievement, Course Content, Educational Programs, Elementary School Teachers
Effect of an Innovative Science Program on Perceptions of Locus of Control and Satisfaction
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Bar-Tal, Daniel; And Others – Science Education, 1978
Investigates the effect of The Individualized Science (IS) program on sixth and eighth graders' perception of locus of control. Findings suggest that the structure of the environment can affect the perception of locus of control. (HM)
Descriptors: Academic Achievement, Educational Research, Environment, Individualized Instruction
Interactive Effects of Source of Direction, Allocated Time, Reading Ability, and Study Orientation on Achievement in High School Science.
Peer reviewed Peer reviewed
Tate, Richard; Burkman, Ernest – Science Education, 1983
Examined interactive effects of direction source (teacher, student, or group direction), allocated time, reading ability, and study orientation on student achievement (N=1108) on three Individualized Science Instructional System (ISIS) minicourses. Results (among others) indicate superiority of student-directed approach over teacher/group-directed…
Descriptors: Academic Achievement, High Schools, Individualized Instruction, Reading Ability
Mastery Learning: Implications and Practices.
Peer reviewed Peer reviewed
Dunkleberger, Gary E.; Heikkinen, Henry W. – Science Education, 1983
Examines the mastery learning model as proposed by Carroll and Bloom in the context of science instruction, addressing issues related to classroom application. Discusses expected results of implementing mastery learning and its impact on students and teachers, recognizing the additional burden on teacher time required by mastery learning…
Descriptors: Academic Achievement, Elementary School Science, Elementary Secondary Education, Individualized Instruction