ERIC Number: ED103256
Record Type: Non-Journal
Publication Date: 1974
Reference Count: N/A
A Comparison of Alternative Approaches and Materials for Teaching a Unit on Populations to Fifth Grade Students in the Urban Division of the Kansas City, Missouri School District.
Thompson, Adell, Jr.
The problem of the study was to determine the relative effectiveness of four combinations of alternative instructional approaches and sets of curricular materials dealing with the concept "populations" for teaching students at the fifth-grade level certain principles of environmental education as they relate to this concept. A total of 400 students participated in the study; 100 had separate lessons taught independently and in addition to the regular curriculum (nonintegrated approach), 100 had population studies integrated into the existing curriculum, 100 utilized specially-prepared materials which focused on the environment of the learner, and 100 utilized commercially-prepared materials. The criterion measure for effectiveness of these materials and approaches was determined from student achievement on the Science Curriculum Improvement Study (SCIS) Populations Evaluation Supplement. It was found that there was no significant difference in types of materials used, but there was a significant difference in approaches and interaction between materials and approaches. The integrated approach appeared better suited for specially-prepared materials and the nonintegrated approach was better suited for commercial materials. (TK)
Descriptors: Conservation Education, Doctoral Dissertations, Educational Research, Elementary Education, Elementary School Science, Environmental Education, Grade 5, Instruction, Natural Resources, Outdoor Education, Population Education, Science Education, Unit Plan, Urban Environment
ERIC/SMEAC, The Ohio State University, 400 Lincoln Tower, Columbus, Ohio 43210 (on loan). University Microfilms, 300 North Zeeb Road, Ann Arbor, Michigan 48106 (Order No. 74-23,792, MF-$5.00, Xerography-$11.00)
Publication Type: Dissertations/Theses
Education Level: N/A
Authoring Institution: N/A