ERIC Number: ED059104
Record Type: RIE
Publication Date: 1971-Dec-15
Reference Count: 0
Teaching Upper Elementary Science Using Theory-Laboratory Sequence and Laboratory-Theory Sequence Methods of Instruction. Final Report.
Emslie, Charles M.
This study compared the relative effectiveness of teaching selected science concepts associated with the study of atoms and molecules to fourth and sixth grade students, using two contrasting teaching methods: (1) laboratory-theory sequence, and (2) theory-laboratory sequence. The sample of 99 students in one school was taught the science units through method (1), and 158 students in another school were taught the same science concepts using method (2). Analysis of covariance techniques were used, with IQ and general science achievement as covariates. Findings included the following: the laboratory-theory sequence method was a better way to teach science concepts in the fourth grade; the theory-laboratory sequence method was a better way to teach science concepts in the sixth grade; the concepts taught were too difficult for most fourth grade students but not too difficult for sixth grade students; concept retention after three months was extremely high for most of the students; sixth grade boys in the theory-laboratory sequence method scored significantly higher than girls; and there was no significant interaction between the treatment groups and IQ ability groupings. (Author/PR)
Publication Type: N/A
Education Level: N/A
Sponsor: National Center for Educational Research and Development (DHEW/OE), Washington, DC.
Authoring Institution: Graceland Coll., Lamoni, IA.