ERIC Number: ED043504
Record Type: RIE
Publication Date: 1969
Reference Count: N/A
The Search for More Effective Methods of Teaching High School Biology to Slow Learners Through Interaction Analysis: An Investigation to Determine the Value of Interaction Analysis in the Adaptation of Biology Instruction to the Needs of Slow Learners at the Secondary School Level.
Citron, Irvin M.
This study extended over two academic years and involved six biology teachers and 199 students in nine slow-learner classes in four high schools. Classroom interaction was observed and recorded, then analyzed using the Flanders System of Interaction Analysis. Teachers were assigned specific roles of maintaining a definite interaction pattern or of changing the pattern over time in a specified way. The patterns of interaction were correlated with student achievement in concept formation, problem solving, and total performance, as measured by tests published to accompany the Biological Sciences Curriculum Study "Patterns and Processes." The nine classes were divided into three groups which were given different treatments. Results are presented showing changes in achievement related to different interaction patterns. The results indicate that problem solving and concept formation are influenced in different ways by interaction patterns. (EB)
Descriptors: Academic Achievement, Biology, Comparative Analysis, Concept Formation, Instruction, Interaction Process Analysis, Problem Solving, Slow Learners, Teaching Styles
University Microfilms, 300 North Zeeb Rd., Ann Arbor, Michigan 48106 (Order No. 69-21,183, Microfilm $3.00, Xerography $10.35)
Publication Type: N/A
Education Level: N/A
Authoring Institution: New York Univ., NY.
Identifiers: Biological Sciences Curriculum Study