ERIC Number: ED021721
Record Type: Non-Journal
Publication Date: 1967
Reference Count: N/A
Differences between the Inquiry-Discovery and the Traditional Approaches to Teaching Science in Elementary Schools.
Wilson, John Harold
This study investigated the teaching procedures of two groups of science teachers at the elementary school level. One group had received instruction in the Science Curriculum Improvement Study (SCIS) methods which included the inquiry-discovery approach. The second group had recieved no instruction in any "new" approach. SCIS-educated teachers were shown to be encouraging a significantly larger number of the science experiences of observation, measurement, experimentation, interpretation of data, and prediction than the traditional science teachers. They also were shown to use a significantly larger number of questions requiring more analytical thinking than the traditional science teachers. Teachers instructed in one of the "new" science projects, on the basis of this study, are teaching elementary school science in a manner complementary to the "new" inquiry-discovery approach and they are encouraging use of the learners' higher cognitive powers because of the nature of questions asked in their classrooms. (GR)
Descriptors: Cognitive Development, Critical Thinking, Curriculum Development, Elementary School Science, Elementary School Teachers, Inquiry, Inservice Teacher Education, Instruction, Questioning Techniques, Science Course Improvement Projects, Teacher Characteristics, Teacher Education, Teaching Methods
University Microfilms, 300 North Zeeb Road, Ann Arbor, Michigan 48103 (Order No. 67-11,480, MF $3.00, Xerography $5.20).
Publication Type: N/A
Education Level: N/A
Authoring Institution: Oklahoma Univ., Norman.