ERIC Number: ED026252
Record Type: RIE
Publication Date: 1967
Reference Count: N/A
The Responses of Economically Advantaged and Economically Disadvantaged Sixth Grade Pupils to Science Demonstrations.
Wagner, Bartlett Adam
Compared were written, oral, and construction responses to science demonstrations of economically advantaged and disadvantaged sixth grade students. The study was designed to gain a greater understanding of academic performance of disadvantaged pupils in elementary school science. Five demonstrations were presented to each pupil, who then wrote about, told about or constructed (by arranging plastic templates based on pictorial applications) suitable applications of the demonstrations. Advantaged and disadvantaged pupils differed significantly in their suitable written and oral responses, but no significant difference existed in construction responses. Findings suggest that disadvantaged pupils understand and can communicate their understanding of science concepts when placed in situations requiring limited verbal responses. Also, instructional procedures that capitalize on the individual abilities of pupils might compensate for the restricted backgrounds of disadvantaged pupils. The study compares three alternative methods which may be used for evaluating science instruction with advantaged and disadvantaged sixth grade pupils. (GR)
Descriptors: Academic Achievement, Achievement, Disadvantaged, Doctoral Dissertations, Economically Disadvantaged, Elementary School Science, Instruction, Laboratory Experiments, Socioeconomic Background, Student Characteristics
University Microfilms, 300 North Zeeb Road, Ann Arbor, Michigan 48106 (Order No. 68-1421, Microfilm $3.00, Xerography $9.45).
Publication Type: N/A
Education Level: N/A
Authoring Institution: Connecticut Univ., Storrs.