ERIC Number: ED028072
Record Type: Non-Journal
Publication Date: 1966
Reference Count: N/A
An Investigation of the Interaction Between Student-Teacher Cognitive Ability Patterns Using Achievement in the Chemical Education Material Study Chemistry Course as the Criterion Variable.
Cleare, Bruce Emanuel
The gain in chemistry knowledge made by high school chemistry students whose cognitive patterns were similar to those of their teachers was compared to the gain of students whose cognitive patterns differed from their teachers'. Seven cognitive factor tests were administered to 13 teachers who were participating in three Chemical Education Materials Study (CHEM Study) Institutes. These teachers administered the same tests to their students who were studying CHEM Study Materials. A pretest of 25 items, randomly chosen from the CHEM Study midterm examination, was also administered to 917 students. At appropriate times other CHEM Study tests were administered to the students. Pattern level, pattern similarity to the teacher, and sex formed the basis for categorizing the students in the sample. The sample was divided in half on the basis of high and low pattern levels. The sample was again divided into high, medium, and low teacher-student pattern similarity. Performance on CHEM Study tests was significantly related to teachers and students with similar cognitive patterns. (BC)
Descriptors: Academic Achievement, Chemistry, Cognitive Processes, Doctoral Dissertations, Learning, Science Course Improvement Projects, Secondary School Science, Student Characteristics, Teacher Characteristics
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Publication Type: N/A
Education Level: N/A
Authoring Institution: Florida State Univ., Tallahassee.