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ERIC Number: ED014429
Record Type: RIE
Publication Date: 1966
Pages: 100
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: N/A
THE COMPARATIVE EFFECTIVENESS OF TWO METHODS OF TEACHING GRADE SCHOOL SCIENCE.
DRENCHKO, ELIZABETH K.
THE EFFECTIVENESS OF TWO METHODS, RECITATION-DEMONSTRATION AND PROJECT-RESEARCH, WERE COMPARED FOR TEACHING ELEMENTARY SCHOOL SCIENCE. COMPARISONS WERE MADE REGARDING (1) THE KNOWLEDGE OF THE SUBJECT MATTER ACQUIRED BY THE STUDENT, (2) THE ABILITY OF THE STUDENT TO UNDERSTAND AND APPLY CONCEPTS AND GENERALIZATIONS OF THE SUBJECT, AND (3) THE WORK STUDY SKILLS DEVELOPED BY THE STUDENT. THE SAMPLE WAS COMPRISED OF FOURTH GRADE STUDENTS IN CLASSES SELECTED RANDOMLY FROM FOUR SCHOOLS IN THE HILLSBOROUGH TOWNSHIP PUBLIC SCHOOLS. ONE CLASS IN EACH SCHOOL WAS TAUGHT BY RECITATION-DEMONSTRATION METHODS, ONE BY PROJECT-RESEARCH METHODS WITHOUT INDIVIDUAL PROJECTS, AND ONE BY PROJECT-RESEARCH METHODS WITH INDIVIDUAL PROJECTS. THE RECITATION-DEMONSTRATION GROUP WAS TAUGHT BY REGULAR ASSIGNMENTS, QUESTION AND ANSWER RECITATIONS, AND DEMONSTRATIONS PERFORMED PREDOMINANTLY BY STUDENTS. THE PROJECT-RESEARCH GROUP COVERED THE SAME TOPICS, BUT THEY WERE GIVEN A GENERAL PROBLEM TO SOLVE. THE LATTER GROUP WAS ALSO GIVEN INQUIRY TRAINING SUCH AS THE "YES-NO" RESPONSE TECHNIQUE. THE GROUPS WERE PRETESTED AND POST-TESTED USING INVESTIGATOR CONSTRUCTED UNIT ACHIEVEMENT TESTS AND STEP SCIENCE TESTS. IT WAS CONCLUDED THAT (1) IN TERMS OF GROWTH IN SUBJECT MATTER KNOWLEDGE THE PROJECT-RESEARCH METHOD WITHOUT INDIVIDUAL PROJECTS APPEARS TO BE SUPERIOR TO THE PROJECT-RESEARCH METHOD WITH PROJECTS AND THE RECITATION-DEMONSTRATION METHOD, (2) MOST STUDENTS OF THIS AGE GROUP ARE NOT PREPARED TO HANDLE INDIVIDUAL PROJECTS OF THE TYPE USED IN THIS STUDY, AND (3) THERE WERE NO SIGNIFICANT DIFFERENCES BETWEEN METHODS AND GROWTH IN (A) PROBLEM SOLVING ABILITY, AND (B) WORK STUDY SKILLS. MORE STUDENTS IN THE PROJECT-RESEARCH GROUPS HAD GREATER INTEREST IN SCIENCE AT THE END OF THE STUDY. RECOMMENDATIONS FOR FURTHER RESEARCH AND AN EXTENSIVE BIBLIOGRAPHY ARE PROVIDED. (DS)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: Rutgers, The State Univ., New Brunswick, NJ.
Identifiers: Sequential Tests of Educational Progress