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The Science Achievement of Third Graders Using Visual, Symbolic, and Manipulative Instructional Treatments.
Peer reviewed Peer reviewed
Fuller, Ellen W.; And Others – Journal of Research in Science Teaching, 1979
Examines the influence of gender, reading level of student, and source of data on science concept formation and retention. Results indicate that reading level of students does influence science concept formation and retention, but gender and source of data (method of instruction) do not. (MA)
Descriptors: Academic Achievement, Concept Formation, Educational Research, Elementary Education
The Reception Learning Paradigm.
Peer reviewed Peer reviewed
Novak, Joseph D. – Journal of Research in Science Teaching, 1979
Presented is a paradigm for science education research. The paradigm advances the reception learning theory, where regularities to be learned are presented explicitly to the learner. A tool for the study of knowledge production in science education, the Gowin "V," is presented. (RE)
Descriptors: Cognitive Processes, Concept Formation, Discovery Learning, Educational Philosophy