Studied was the achievement of ability-grouped students enrolled in sections of the biology course at Wausau Senior High School in the years 1963-64 and 1964-65. The biology students in the 1963-64 school year were taught by a team-teacher approach which included large-group presentations. During the second year, the students enrolled in biology…

This study measured the effects of teacher-directed and self-directed problem solving techniques on junior high school students' expressed attitudes about science and scientists, their achievement of understandings of science facts and principles, and the rate at which they mastered understandings of the conceptualizations of science necessary to…

Investigated was a team approach for teaching high school biology. Students in six high schools in New York state were involved in the study. Achievement gains on tests were compared between students in team approach classes with students in conventional classes. Few differences were observed between groups and many of these were contradictory. It…

Investigated were the outcomes of student participation in science fair projects. The 952 students were stratified for science project experience, choice of career, type of project, type of award, record of project making, motivational factors and reaction to project making. Conclusions included the following: (1) Science projects were not…

THE EFFECTIVENESS OF TWO METHODS, RECITATION-DEMONSTRATION AND PROJECT-RESEARCH, WERE COMPARED FOR TEACHING ELEMENTARY SCHOOL SCIENCE. COMPARISONS WERE MADE REGARDING (1) THE KNOWLEDGE OF THE SUBJECT MATTER ACQUIRED BY THE STUDENT, (2) THE ABILITY OF THE STUDENT TO UNDERSTAND AND APPLY CONCEPTS AND GENERALIZATIONS OF THE SUBJECT, AND (3) THE WORK…