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50 Years of ERIC
50 Years of ERIC
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Peer reviewed Peer reviewed
ERIC Number: EJ179766
Record Type: CIJE
Publication Date: 1977
Pages: N/A
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: ISSN-0022-4308
The Effect of Differentially Sequenced Individualized Instructional Materials on Student Achievement in Biology
Douglass, Claudia B.; Kahle, Jane B.
Journal of Research in Science Teaching, 14, 4, 335-40, Jul 77
Reports on an investigation in which topics in genetics and probability were taught to students divided along the Piagetian dimension of field-indepent (FI) and field-dependent (FD) ability. Two teaching strategies, inductive (IND) and a deductive (DED) approaches, were used. Retention scores revealed that regardless of strategy experienced, FI students surpassed FD students. No overall differences according to instructional strategy were observed. (CP)
Descriptors: Biology, Cognitive Development, Deduction, Educational Research, Individualized Instruction, Induction, Retention Studies, Science Education, Secondary Education, Secondary School Science
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: N/A
Identifiers: N/A