ERIC Number: ED021715
Record Type: RIE
Publication Date: 1967
Reference Count: N/A
Teaching Expected Behaviors of Science Inquiry Skills: The Effectiveness of the Teaching Approach in College Chemistry.
Petrie, Grace G.
This investigation evaluated the effectiveness of a teaching approach on the students' ability to demonstrate and retain specific behaviors of science inquiry skill in the attainment of critical thinking ability in problem-solving situations. The sample consisted of 318 first-year liberal arts, chemistry students who were assigned to three groups, each of which was taught a volumetric analysis unit by a different method. Obourn's analysis of problem solving abilities was used to design experiments which structured science inquiry skill and stude t activity. Evaluation of students' achievement was made by an analysis of variance of scores on constructed tests administered immediately after each laboratory session, and after a period of delayed recall at the end of the semester. The nature of the teaching approach increased the ability to think critically and increased ability in cognitive skills. Accomplishing these objectives best was the group taught by a method in which the teacher demonstrated the laboratory technique by applying the models for structuring problem solving behaviors, and in addition, requiring the students to conceptualize these behaviors through verbal discourse between colleagues. (GR)
Descriptors: Chemistry, Cognitive Development, College Science, Critical Thinking, Doctoral Dissertations, Instruction, Problem Solving, Teaching Methods
University Microfilms, 300 North Zeeb Road, Ann Arbor, Michigan 48103 (Order No. 68-4792, MF $3.00, Xerography $4.80).
Publication Type: N/A
Education Level: N/A
Authoring Institution: New York Univ., NY.