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ERIC Number: ED079097
Record Type: RIE
Publication Date: 1972
Pages: 134
Abstractor: N/A
Reference Count: N/A
The Effect of Inquiry-Oriented Laboratory Experiences on the Teaching Strategies of Elementary Science Teachers.
Winkeljohn, Dorothy Rita
The purpose of the study was to determine the effect of inquiry-oriented laboratory experiences encountered in a science content course on the teaching strategies of in-service elementary science teachers. Ten teachers who had encountered inquiry-oriented laboratory experiences in a science content course and ten teachers selected from elementary schools of the same geographic areas who were not enrolled in the course were observed over a period of time in their science classes. Both pre- and post-tests were administered. The Instrument for Analysis of Science Teaching (IAST v.2) was used. The descriptive analysis of teaching strategies revealed the following points: (1) classes were dominated by the teacher with little initiation of activities or discussion on the part of the students, (2) the principal teaching strategy employed was a content-oriented lecture rather than exploratory discussion, and (3) most of the questions were cognitive rather than speculative; open-questions by the teacher were almost non-existent and substantive questions of students were minor. (Author/EB)
University Microfilms, 300 North Zeeb Road, Ann Arbor, Michigan 48106 (Order No. 73-11,968 M-$4.00 X-$10.00)
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 Kansas