ERIC Number: ED025420
Record Type: Non-Journal
Publication Date: 1968
Reference Count: N/A
Analysis of Instructional Outcomes of Students Involved with Three Courses in High School Chemistry.
Troxel, Verne Aubry
The outcomes of 1333 students enrolled in Chemical Educational Materials Study (CHEMS), Chemical Bond Approach (CBA), and a traditional chemistry course were compared on the basis of grade and ability level. For the total group, students taking CHEMS and CBA performed significantly better on the American Chemical Society Cooperative Examination in General Chemistry, Test on Understanding Science, and the Watson-Glaser Critical Thinking Appraisal than did students in a traditional course. CHEMS students, irrespective of ability level, developed a better understanding of chemistry while CBA students in the upper third of their class indicated a greater gain in critical thinking than students in the other courses. (GR)
Descriptors: Achievement, Chemistry, Comparative Analysis, Course Evaluation, Critical Thinking, Doctoral Dissertations, Instruction, Science Course Improvement Projects, Scientific Enterprise, Secondary School Science
University Microfilms, 300 North Zeeb Road, Ann Arbor, Michigan 48106 (Order No. 68-16867, Microfilm $3.70, Xerography $13.05)
Publication Type: N/A
Education Level: N/A
Authoring Institution: Iowa Univ., Iowa City.
Identifiers - Assessments and Surveys: Test on Understanding Science; Watson Glaser Critical Thinking Appraisal