ERIC Number: ED202736
Record Type: RIE
Publication Date: 1981-Apr
Reference Count: 0
The Comparative Effects of Congruent and Incongruent Teacher Verbal Behavior on Higher Level Learning Outcomes of Secondary Biology Students During Discovery/Inquiry Laboratories.
Botti, James A.; Fowler, H. Seymour
A study was designed to evaluate whether congruency or incongruency between a teacher's intended discovery/inquiry laboratory instructional strategy and his/her actual behaviors used to implement that strategy had an effect on higher level learning by students. Also assessed was whether student performance on science projects can be an effective means to discriminate previously undetected student differences in higher level cognitive abilities relative to the understanding and use of science processes. Four class sections of high school biology students (N=72) were established. Two sections were treated by an instructor employing congruent laboratory verbal behavior, while the remaining two sections received incongruent laboratory verbal treatment. Judgments concerning the effects of contrasting teacher verbal behavior during the laboratory sessions were made on the student's performance in designing and developing science projects after 24 weeks of experimental instruction. Results include the findings that subjects did not differ statistically in mean score performance in the two teacher laboratory verbal treatments, and that the congruent treatment subjects earned significantly higher mean scores in cognitive abilities relative to the understanding and use of science processes. (CS)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Identifiers: Science Education Research
Note: Paper presented at the Annual Meeting of the National Association for Research in Science Teaching (54th, Grossinger's in the Catskills, Ellenville, NY, April 5-8, 1981).