ERIC Number: ED031392
Record Type: Non-Journal
Publication Date: 1968
Reference Count: N/A
A Comparison of the Effects of Two Structures of Knowledge on the Application of Science Concepts by Preservice Elementary School Teachers.
Dallas, Lee Alexander
This study determined the effects that organization of a science curriculum would have on students' ability to apply the concepts comprising that curriculum. A test was designed by the investigator to measure behaviors of concept application. An experimental group consisted of students in a professional science education course while the control group was comprised of students in a professional social studies course. Both groups were equated on the basis of scores on the "Scholastic Aptitude Test," point-hour ratios, and pre-test scores on the "Test of Concept Application." One section of the experimental group studied ten science concepts presented in hierarchical order, another section studied the same concepts in non-hierarchical order. The control group studied neither curriculum. Students were pre-and post-tested with the "Test of Concept Application." Findings revealed no significant differences between the two experimental groups. Compared to the control group the experimental groups made significantly greater gains. (BC)
Descriptors: Academic Achievement, Cognitive Measurement, College Students, Concept Formation, Doctoral Dissertations, Preservice Teacher Education, Scientific Concepts, Teacher Education
University Microfilms, 300 North Zeeb Road, Ann Arbor, Michigan 48106 (Order No. 68-17822, Microfilm $3.00, Xerography $6.60).
Publication Type: N/A
Education Level: N/A
Authoring Institution: Temple Univ., Philadelphia, PA.
Identifiers - Assessments and Surveys: SAT (College Admission Test)