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50 Years of ERIC
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Peer reviewed Peer reviewed
ERIC Number: EJ336505
Record Type: CIJE
Publication Date: 1986
Pages: N/A
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: N/A
Science Achievement, Cognitive Development, and Degree of Structure in Inquiry Lesson.
Yore, Larry D.
School Science and Mathematics, v86 n4 p271-83 Apr 1986
This study explored questions about the effect of lesson structure and cognitive development on science achievement of 42 students in grades four and five in British Columbia. Increased lesson structure did not significantly increase achievement, and interaction effects were generally nonsignificant. Conservation ability significantly affected achievement. (MNS)
Descriptors: Aptitude Treatment Interaction, Cognitive Development, Educational Research, Elementary Education, Elementary School Science, Lesson Plans, Science Achievement, Science Instruction, Teaching Methods
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: Practitioners
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: Science Education Research