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50 Years of ERIC
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Peer reviewed Peer reviewed
ERIC Number: EJ354662
Record Type: CIJE
Publication Date: 1987
Pages: N/A
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: ISSN-0022-4308
Effects of Traditional and Discovery Instructional Approaches on Learning Outcomes for Learners of Different Intellectual Development: A Study of Chemistry Students in Zambia.
Mulopo, Moses M.; Fowler, H. Seymour
Journal of Research in Science Teaching, v24 n3 p217-27 Mar 1987
Reports on a study that examined the differential effectiveness of traditional and discovery methods of chemistry instruction in Zambia. Compared were the teaching of science concepts, understandings about science, and scientific attitudes to learners at the concrete and formal levels of cognitive development. (TW)
Descriptors: Academic Achievement, Chemistry, Cognitive Ability, Cognitive Measurement, Discovery Learning, Foreign Countries, Piagetian Theory, Science Education, Science Instruction, Scientific Attitudes, Scientific Concepts, Secondary Education, Secondary School Science, Teaching Methods
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: Practitioners; Researchers
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: Science Education Research; Zambia