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ERIC Number: ED016620
Record Type: RIE
Publication Date: 1966-Oct
Pages: 21
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: N/A
DIFFERENCES IN LEARNING OUTCOMES BETWEEN A NEW AND A TRADITIONAL CHEMISTRY COURSE.
MARKS, RONALD L.
ASSESSED WERE COGNITIVE DIFFERENCES BETWEEN HIGH SCHOOL STUDENTS WHO WERE TAUGHT CONVENTIONAL CHEMISTRY AND THOSE WHO WERE TAUGHT CHEMICAL BOND APPROACH (CBA). FOUR COGNITIVE PREFERENCES WERE CHOSEN FOR STUDY--(1) RECALL OF FACTS AND TERMS, (2) PRACTICAL APPLICATIONS, (3) CRITICAL QUESTIONING OF INFORMATION, AND (4) IDENTIFICATION OF A FUNDAMENTAL PRINCIPLE. THESE PREFERENCES WERE VIEWED IN RELATION TO--(1) ACHIEVEMENT, AND (2) ABILITY. A COGNITIVE PREFERENCE TEST INSTRUMENT FOR HIGH SCHOOL CHEMISTRY WAS DEVELOPED AND USED. IT CONSISTED OF 100 ITEMS TO WHICH THE STUDENT COULD RESPOND BY ANY ONE OF FOUR STATEMENT OPTIONS, EACH OF WHICH WAS CORRECT, BUT REPRESENTED DIFFERENT COGNITIVE PREFERENCES. THE EXPERIMENTAL GROUP INCLUDED 24 TEACHERS AND 433 STUDENTS CHOSEN FROM SCHOOLS WHICH WERE USING THE CBA CHEMISTRY PROGRAM. THE CONTROL GROUP, USING A TRADITIONAL CHEMISTRY PROGRAM, UTILIZED 30 TEACHERS AND 622 STUDENTS. IT WAS FOUND THAT STATISTICALLY SIGNIFICANT DIFFERENCES WERE OBTAINED BETWEEN THE TWO GROUPS. THE CBA GROUP SHOWED A PREFERENCE FOR (1) CRITICAL QUESTIONING, AND (2) FUNDAMENTAL PRINCIPLE OPTIONS ON THE TEST. THE CONTROL GROUP SHOWED PREFERENCES FOR RECALL OF FACTS OPTIONS, WHILE BOTH GROUPS SHOWED THE SAME PREFERENCE FOR APPLICATION OPTIONS. THE POSSIBILITIES OF DIFFERENCES BEING DUE TO (1) ABILITY, AND (2) ACHIEVEMENT WERE TESTED AND REJECTED. (DH)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: Indiana State Coll., PA.
Identifiers: CHEMICAL BOND APPROACH; Indiana University of Pennsylvania; PENNSYLVANIA