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ERIC Number: ED091247
Record Type: Non-Journal
Publication Date: 1974-Apr
Pages: 13
Abstractor: N/A
Reference Count: N/A
Student Structured Learning in Biology.
Penick, John E.; And Others
Described is a highly individualized and open teaching situation, Student-Structured Learning in Biology (SSLB), used with a randomly selected group of 9th-, 10th-, and 11th-grade students at the Florida State University Developmental Research School. Students chose their own content and method of learning and were free to pursue, or not pursue, this learning whenever and wherever they decided. Students were required to keep daily logs and to submit both written and oral justifications of their self-assigned grades at the end of three-week intervals. Teachers did present activities, audiovisual aids, and other materials but students were free to choose or ignore them. A control class which was individualized to some extent and which made heavy use of modules and audiovisual aids was used for comparison. Students had also been randomly assigned to this class, referred to as Teacher-Structured Learning in Biology (TSLB). Analysis of figural creativity data revealed a significant (.05) difference between SSLB and TSLB students, favoring the SSLB group. There were no detectable differences for verbal creativity scores. The researchers considered their major successes to be in the affective areas (although these were poorly measured), citing student attitude changes and increased proficiency in identifying problem areas to pursue. (Authors/PEB)
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Torrance Tests of Creative Thinking