ERIC Number: ED037351
Record Type: RIE
Publication Date: 1970-Mar
Reference Count: 0
The Development of Models to Explain the Relation of Important Variables to Laboratory Instructional Strategies.
White, Arthur L.
Models were developed to identify important variables and their causal relationships to strategies of laboratory instruction in secondary school science. Data from student checklists, questionnaires, tests, and direct observations of laboratory activities were factor analyzed. Two teaching strategies identified by factor analysis were Inductive-Indirect Teaching and Lecture Method. Eighteen other factors were included in path analyses used to postulate and test the fit of models for the causal effect of the other factors on the two teaching strategies. Factors identified as causally related to teaching strategies were Instructional Load, Educational Level (of students), Teacher Morale, Academic Preparation of Teacher, School Size, Student Attitude, Budget, and Age of Curriculum. Educational level of students had a negative effect on both strategies, suggesting that teachers in the upper grades provide students with more written materials so that the amount of teacher talk is not necessarily a valid indicator of the degree to which a teacher uses an inductive-indirect strategy. Teacher Morale had a positive effect on inductive-indirect strategy and a negative effect on Lecture Method. (EB)
Publication Type: N/A
Education Level: N/A
Authoring Institution: Ohio State Univ., Columbus.
Note: Paper presented at Annual Meeting of the National Association for Research in Science Teaching (43rd, Minneapolis, Minne., March 5-8, 1970)