ERIC Number: ED030557
Record Type: Non-Journal
Publication Date: 1968
Reference Count: N/A
A Comparison of the Effects of Teacher-Directed and Self-Directed Problem Solving on Attitudes and Understandings in Science.
This study measured the effects of teacher-directed and self-directed problem solving techniques on junior high school students' expressed attitudes about science and scientists, their achievement of understandings of science facts and principles, and the rate at which they mastered understandings of the conceptualizations of science necessary to solve selected science problems. Students from four seventh grade classes were assigned to either a self-directed or a teacher-directed group. Various forms of the Sequential Test of Educational Progress Tests, Test on Understanding Science Tests and COOP Science Tests were administered periodically to determine student progress. No statistical differences were noted between the two groups when their content achievement, understanding of concepts for problem solving, and attitudes were compared. (BC)
Descriptors: Academic Achievement, Doctoral Dissertations, Grade 7, Instruction, Problem Solving, Secondary School Science, Student Attitudes
University Microfilms, 300 North Zeeb Road, Ann Arbor, Michigan 48106 (Order No. 68-11793, Microfilm $3.00, Xerography $6.40).
Publication Type: N/A
Education Level: N/A
Authoring Institution: New York Univ., NY.
Identifiers - Assessments and Surveys: Sequential Tests of Educational Progress; Test on Understanding Science