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ERIC Number: ED100635
Record Type: Non-Journal
Publication Date: 1973
Pages: 200
Abstractor: N/A
Reference Count: N/A
Teacher-Student Verbal Interaction and Critical Thinking Ability in Introductory College Biology. [Portion of Text in Spanish]
Chasas, Sister Virginia Margaret
This investigation studied that relationship between structured teacher-student verbal interaction and critical thinking ability of students in an introductory course in general college biology. This interaction took the form of lecture, of discussion using broad questions, and of discussion using narrow questions as the three primary teaching techniques. Twelve classes of general biology at the Catholic University of Puerto Rico were selected for this study. The Flanders system of interaction analysis was used to determine whether classes of each method were comparable in their approach. The Watson-Glaser Critical Thinking Appraisal and the Nelson Biology Test were given as pretests and posttests. The following conclusions were made: discussions stimulated by broad questions and lectures are equally effective in producing both critical thinking and achievement, discussions stimulated by narrow questions are less effective for development of achievement than discussions stimulated by broad questions, and, finally, the level of questions used in discussion groups affects the critical thinking ability and achievement of the students. (Author/BR)
University Microfilms, 300 North Zeeb Road, Ann Arbor, Michigan 48106 (Order No. 73-19,449, MF-$5.00, Xerography-$11.00)
Publication Type: Dissertations/Theses
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Puerto Rico