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ERIC Number: ED010995
Record Type: RIE
Publication Date: 1966
Pages: 12
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: N/A
INQUIRY TRAINING AND PROBLEM SOLVING IN ELEMENTARY SCHOOL CHILDREN.
BUTTS, DAVID P.; JONES, HOWARD L.
THE EFFECT OF PLANNED GUIDANCE ON THE PROBLEM-SOLVING BEHAVIOR OF ELEMENTARY STUDENTS WAS INVESTIGATED. FACTORS RELATED TO CHANGES IN PROBLEM-SOLVING BEHAVIORS WERE IDENTIFIED. APPROXIMATELY 50 PERCENT OF THE SIXTH-GRADE STUDENTS INCLUDED IN THE STUDY WERE GIVEN INQUIRY TRAINING 30 TO 60 MINUTES DAILY FOR 3 WEEKS. AN INVENTORY OF SCIENCE PROCESSES WAS CONSTRUCTED FOR THE STUDY. QUESTIONS INCLUDED IN THE INSTRUMENT WERE STUDIED BY A PANEL OF SCIENCE EDUCATORS AND ANALYZED FOR VALIDITY AND RELIABILITY. STUDENTS WERE PRE-TESTED AND POST-TESTED FOR KNOWLEDGE OF SCIENCE AND ABILITY TO USE THE PROCESSES RELATED TO PROBLEM-SOLVING IN SCIENCE. OTHER DATA WERE OBTAINED FROM STUDENT RECORDS. THERE WAS A SIGNIFICANT RELATIONSHIP BETWEEN INQUIRY TRAINING AND CHANGES IN THE PROBLEM-SOLVING BEHAVIORS OF STUDENTS, BUT NO SIGNIFICANT RELATIONSHIP BETWEEN INQUIRY TRAINING AND CONCEPT TRANSFER OR CHANGES IN RECALL OF FACTUAL KNOWLEDGE. OTHER ANALYSES INDICATED NO RELATIONSHIP BETWEEN MEASURED INTELLIGENCE, CHRONOLOGICAL AGE, SCIENCE FACTUAL KNOWLEDGE, OR SEX AND CHANGES IN PROBLEM-SOLVING BEHAVIORS THAT OCCUR IN CONJUNCTION WITH INQUIRY TRAINING. THIS ARTICLE IS PUBLISHED IN THE "JOURNAL OF RESEARCH IN SCIENCE TEACHING," VOLUME 4, ISSUE 1, 1966. (AG)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: N/A
Identifiers: N/A