ERIC Number: ED022670
Record Type: Non-Journal
Publication Date: 1967
Reference Count: N/A
The Relative Effectiveness of the Use of Static and Dynamic Mechanical Models in Teaching Elementary School Children the Theoretical Concept--The Particle Nature of Matter.
Ziegler, Robert Edward
This study is concerned with determining the relative effectiveness of a static and dynamic theoretical model in teaching elementary school students to use the particle idea of matter when explaining certain physical phenomena. A clinical method of personal individual interview-testing, teaching, and retesting of a random sample population from grades 2-6 was used. Students in grades 2 and 3 generally did not use models in any explanations, while students in grades 4, 5, and 6 could be divided into those who did and those who did not. Equal numbers of Modeler and Nonmodeler subjects were assigned randomly to the three treatment groups. One group received no instruction; a second group received 15 minutes instruction using a static model only, and a third group received 15 minutes instruction using a dynamic model. The difference in scores between the first group and the second and third groups was significant and may be attributed to the nature of the treatment received. Also, the scores earned by the Modeler group were significantly higher than those earned by the Nonmodeler group. Data analyzed indicated the dynamic mechanical model was not significantly superior to the static mechanical model as in instructional aid. (GR)
Descriptors: Cognitive Development, Concept Formation, Doctoral Dissertations, Elementary School Science, Individual Instruction, Instruction, Learning, Matter, Physical Sciences, Problem Solving, Scientific Concepts, Teaching Methods
University Microfilms, 300 North Zeeb Road, Ann Arbor, Michigan 48103 (Order No. 67-4967, Microfilm $3.00, Xerography $6.80).
Publication Type: N/A
Education Level: N/A
Authoring Institution: Wisconsin Univ., Madison.