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ERIC Number: ED086446
Record Type: RIE
Publication Date: 1970
Pages: 159
Abstractor: N/A
Reference Count: N/A
The Effects of an Inquiry Development Program on Elementary School Children's Science Learnings.
Schlenker, George Charles
This investigation presents a comparative study between a classroom atmosphere conducive to inquiry, with teachers considered qualified for this type of teaching, and the more formal didactic lecture-demonstration type teaching (traditional), with teachers judged to be particularly competent in this approach. The sample consisted of 582 pupils from grades five through eight, enrolled in a physical science program. The investigation was organized and the data processed, using analysis of covariance techniques, in such a way that independent comparisons of the relative effectiveness of both programs could be determined at each grade level. Testing instruments included: Test on Understanding Science (TOUS); Test of Science Comprehension (Nelson and Mason); the Questest by Suchman; and the Stanford Achievement Test, Science, Form W, Intermediate II and Advanced Levels. Conclusions include: (1) students receiving inquiry training develop a significantly greater understanding of science and scientists, as well as greater fluency and productivity in using skills of inquiry or critical thinking; and (2) no consistent difference in content mastery or retention of knowledge of the usual content of elementary school science was found. (Author/EB)
University Microfilms, 300 North Zeeb Road, Ann Arbor, Michigan 48106 (Order No. 71-13,662, Microfilm $4.00, Xerography $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, New York University