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ERIC Number: ED067222
Record Type: RIE
Publication Date: 1971
Pages: 324
Abstractor: N/A
Reference Count: N/A
The Effect of Televised Science Instruction on Verbal and Nonverbal Process Behaviors of Teachers and Students in Grades 1-4.
Tucker, Jerry Lee
The study was conducted to determine the influence of process-oriented television science on teacher and student process and concept achievement, classroom teacher process questioning, and the relationship between achievement and questioning behavior. Grades one through four were used for the study. Fifty-four volunteer teachers were randomly assigned to teach in four metropolitan Seattle school districts. Four kinds of classrooms were identified: (1) TV "Ideal Conditions" only, (2) TV "Regular Conditions" and District Science, (3) TV "Regular Conditions" only, and (4) District Science only. During a three-month period, two science units were shown on television to subjects in three groups other than the one identified as District Science only. All teachers and students were tested before and after the treatment for conceptual and process skills. Questioning behavior was obtained from audio tapes during the treatment and afterwards in teaching a particular unit. Teacher and pupil achievement gains showed no significant difference at the .05 level. Significant differences in teacher mean scores favored "TV only" teachers. "TV-using" teachers asked significantly smaller proportions of recall questions than "Non-TV" teachers. The questioning behavior during the post-treatment was non-directional with respect to treatment conditions. (Author/PS)
University Microfilms, P. O. Box 1764, Ann Arbor, Michigan 48106 (Order No. 72-7423)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: N/A
Note: Ph.D. Dissertation, University of Washington