ERIC Number: ED089955
Record Type: Non-Journal
Publication Date: 1973
Reference Count: N/A
A Comparison of the Effects of Individualized Science Instruction with Traditional Science Instruction in Junior High School.
Heffernan, Daniel F.
The Intermediate Science Curriculum Study (ISCS), operationally defined to be an individualized program, and the New York State Science Syllabus, defined to be the traditional program, were used as methods of instruction with 104 eighth-grade pupils. The students were randomly organized into groups according to the Solomon Four-Group Design. Twenty-six pupils were chosen from the experimental groups (ISCS) to receive pre- and post-tests while 26 others were post-tested only. The same procedure was used with the control groups. Form W of the Test on Understanding Science, Scale 1, was used to determine a pupil's understanding of the scientific enterprise. Scale 2 was used to determine the understanding of scientists as people. Scale 3 was the operational definition of the pupil's understanding of the methods and aims of science. Form Ym of the Watson-Glaser Critical Thinking Appraisal and the student Science Attitude Survey were other instruments used. The Indicators of Quality Instrument was used to determine differences in the two types of classrooms under study. All were taught by the same teacher. Post-test scores were treated with a simple 2 x 2 analysis of variance. There were no significant differences at the 0.05 level in the mean scores of either group on any instrument. (Author/EB)
Descriptors: Achievement, Critical Thinking, Doctoral Dissertations, Educational Research, Individualized Instruction, Instruction, Science Education, Secondary School Science, Student Attitudes
University Microfilms, 300 North Zeeb Road, Ann Arbor, Michigan 48106 (Order No. 73-25,873 MF-$4.00, Xerography-$10.00)
Publication Type: N/A
Education Level: N/A
Authoring Institution: N/A