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Peer reviewedPowell, Richard – Journal of Research in Science Teaching, 1994
Explores how the school classroom context influenced the expression of one prospective science teachers' beliefs about science and science teaching. Using the comparative method of data analysis, four interrelated categories of a student teacher's experience were generated: (1) beliefs about teaching science; (2) constrained teaching and…
Descriptors: Context Effect, Educational Practices, Science Education, Science Instruction
Peer reviewedLand, Michael L. – Journal of Research in Science Teaching, 1981
Subjects (N=41) were randomly assigned to one of two groups defined by the teacher's clarity in a genetics lesson: low-clarity versus high-clarity. Subjects rated lesson presentation and completed a test on content. The high-clarity group perceived lessons as significantly clearer and achieved more than the low-clarity group. (DS)
Descriptors: Academic Achievement, Classroom Communication, College Science, Higher Education
Peer reviewedSmith, Lyle R.; Bramblett, Grace H. – Journal of Research in Science Teaching, 1981
Analyzes a study which examined the effects of teacher vagueness on comprehension of high school biology students (N=48) regarding the vascular system of angiosperms. Includes the finding that teacher vagueness terms significantly affect student achievement and student perception of lesson effectiveness. (CS)
Descriptors: Academic Achievement, Biology, Botany, Communication Skills
