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ERIC Number: ED011235
Record Type: RIE
Publication Date: 1966-Mar
Pages: 9
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: N/A
THREE EMPHASES IN TEACHING BIOLOGY--A STATISTICAL COMPARISON OF RESULTS.
WICK, JOHN W.; YAGER, ROBERT E.
SEVERAL APPROACHES FOR TEACHING BIOLOGY IN EIGHTH GRADE CLASSES WERE COMPARED FOR EFFECTIVENESS IN IMPROVING STUDENT'S CRITICAL THINKING ABILITIES, UNDERSTANDING OF SCIENCE, AND KNOWLEDGE OF MAJOR CONCEPTS AND FACTS. STUDENTS WERE RANDOMLY ASSIGNED TO THREE CLASSES, EACH TAUGHT BY A TEAM OF THREE TEACHERS. CLASS A USED A TEXTBOOK LABORATORY APPROACH WITH EMPHASIS ON LEARNING BASIC CONCEPTS. CLASS B USED NUMEROUS REFERENCES AND EMPHASIZED THE VARIETY OF INTERPRETATIONS OF THEORY FORMATION STRESSED BY THE WRITERS. CLASS C USED A MULTIREFERENCE APPROACH AND EMPHASIZED THE MECHANICS OF THEORY FORMATION. THE STUDY WAS CONDUCTED DURING A 2-YEAR PERIOD. STUDENTS WERE TESTED FOR UNDERSTANDING OF SCIENCE, SKILLS IN CRITICAL THINKING, AND MASTERY OF CONTENT. ANALYSIS OF COVARIANCE WAS USED TO COMPARE PRE-TEST AND POST-TEST RESULTS. RESULTS OF THE TEST ON UNDERSTANDING SCIENCE INDICATED THAT CLASS C MADE SIGNIFICANTLY GREATER GAINS THAN EITHER CLASS A OR CLASS B. CLASS B MADE SIGNIFICANTLY GREATER GAINS THAN CLASS A. CLASSES B AND C MADE SIGNIFICANTLY GREATER GAINS THAN CLASS A ON THE TEST OF CRITICAL THINKING. NO CLASS WAS FOUND TO BE SUPERIOR ON THE TEST OF FACTUAL KNOWLEDGE. 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: BIOLOGICAL SCIENCES CURRICULUM STUDY