ERIC Number: ED049042
Record Type: RIE
Publication Date: 1969
Reference Count: N/A
Evaluating a Verbal Approach and a Discovery Approach in Learning Selected Science Principles at Two Levels of Maturity.
Dennison, Clifford Calvin
This study compares the relative effectiveness of a meaningful verbal approach and a guided discovery approach to learning selected science principles at the seventh and ninth grade levels. A total of 72 subjects were randomly selected from the seventh and ninth grades of Arnold Junior High School and Cleveland Senior High School and made up two experimental groups (X & Y) for each grade level. Unit 1, FORCE, was presented to group X subjects by the guided discovery method and to group Y subjects by the meaningful verbal method. The roles of the subjects were then reversed in presenting Unit 11, MASS. The design permitted (1) to test for differences between treatment groups, (2) to test for treatments x sex interaction, (3) to test for treatments x levels interaction, and (4) to test for treatment x grade interaction. Conclusions include: (1) that there is a statistically significant interaction between instructional method and grade favoring the guided discovery method by seventh grade subjects and favoring the meaningful verbal method by the ninth grade subjects with regard to force. With regard to initial learning of concepts and principles related to mass, however, there is no statistically significant interaction between instructional method and grade. (2) that, for both seventh and ninth grade subjects, there is no statistically significant difference between the two methods with regards to both retention and transfer of learning when measured four weeks after treatment. (Author/PR)
Descriptors: Concept Formation, Discovery Learning, Doctoral Dissertations, Evaluation, Grade 7, Grade 9, Instruction, Teaching Methods, Transfer of Training, Verbal Learning
University Microfilms, 300 North Zeeb Rd., Ann Arbor, Michigan 48106 (Order No. 70-12,232, Microfilm $4.00, Xerography $12.15)
Publication Type: N/A
Education Level: N/A
Authoring Institution: Florida Univ., Gainesville.
Note: Dissertation Abstract, Florida Univ., Gainesville