Compares student achievements on common objectives of CHEMS, CBA, and "Modern Chemistry high school chemistry courses. Results indicate the three couses are not equally effective in meeting their objectives. CHEMS and CBA develop a better understanding of chemistry and science, as well as develop greater ability for critical thinking. CBA…

Presents the procedures, results, and conclusions of a study designed to determine whether team teaching or conventional instruction produced greater achievement in high school biology. Subjects involved 17 teachers in 6 teams and tenth grade students enrolled in the New York Regents biology courses at 6 schools in the Rochester Metropolitan Area.…

Presents procedures, results and conclusions of an experimental study conducted to determine the relative effectiveness of teacher-described demonstrations as compared with discussion-type demonstrations in high school chemistry. The subjects were American students enrolled at the American Community School, Beirut, Lebanon. No significant…

Presents the procedures, results, and conclusions of a study to compare students of CHEM Study chemistry and traditional chemistry in terms of achievement in chemistry and level of critical thinking. CHEM Study students achieved at a significantly higher level than tradiational students, but there was no significant difference between the groups…

Compared were performances on the Chemical Education Materials Study (CHEMS) semester achievement test of students who were classified on the basis of a specially developed cognitive preference test. Preferences represented in the test were (1) memory of specific facts or terms, (2) practical application, (3) critical questioning of information,…

Presents the procedures, results, and conclusions of a study designed to collect data on both affective and cognitive variables as well as the behaviors of teachers and students in several physics classes which followed an integrated multi-media, multi-modal teaching-learning system. Comparison was made with a control group of classes.…

Compared were programed materials and conventional methods for teaching two units of eighth grade science. Programed materials used were linear programed books requiring constructed responses. The conventional methods included textbook study, written exercises, lectures, discussions, demonstrations, experiments, chalkboard drawings, films,…

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…