ERIC Number: ED021714
Record Type: RIE
Publication Date: 1966
Reference Count: N/A
A Study to Determine Whether Fifth Grade Children Can Learn Certain Selected Problem Solving Abilities through Individualized Instruction.
O'Toole, Raymond Joseph
The purpose of this study was to determin the effects of an individualized instruction approach and a teacher centered approach on student achievement of science content and problem solving skills, science interest, and self concept. Eighty-one fifth grade pupils were divided into three classes of 27 each: a teacher-centered active control group, an individualized experimental group both taught by the researchers, and a teacher-centered passive control group taught by their classroom teacher. Course content was based on "Today's Basic Science" and AAAS Science - A Process Approach. Among the findings were (1) that the individualized method of instruction did not prove superior to the teacher-centered approach in achievement of science content, overall problem solving ability, increased science interest, or the attainment of a more positive self concept, and (2) that the teacher-centered program stressing problem solving as its major objective was significantly more effective in achieving the ability to identify valid conclusions than both the individualized program and the teacher-centered passive program. (GR)
Descriptors: Achievement, Doctoral Dissertations, Elementary School Science, Grade 5, Group Instruction, Individual Instruction, Problem Solving, Science Course Improvement Projects, Science Interests, Science Teachers, Self Concept, Student Interests, Teaching Methods
University Microfilms, 300 North Zeeb Road, Ann Arbor, Michigan 48103 (Order No. 67-6080, MF $3.00, Xerography $7.80).
Publication Type: N/A
Education Level: N/A
Authoring Institution: Colorado State Coll., Greeley.
Identifiers: American Association for Advancement of Science; Stanford Achievement Tests