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ERIC Number: ED129560
Record Type: RIE
Publication Date: 1975-Mar
Pages: 24
Abstractor: N/A
An Investigation to Empirically Determine Which Instructional Procedures Produce Optimum Student Growth.
Markell, Clark; Mayer, Victor
This study involved the search for statistically significant linear and curvilinear (optimal) relationships between assessed student perceptions about classroom instructional procedures and pre- posttest changes in students' understanding of science concepts, attitudes toward science, and development of interests in science. The nineteen teachers and thirty-eight science classes involved in the study also participated in a research plan that included the administration of several instruments in a pre- posttest design during the academic year. Data were collected using: (1) concept-process tests, (2) the Science Classroom Checklist (SCACL), (3) the Silance and Remmers Interest Scale, and (4) an instrument to measure student attitudes toward science and scientists (BATSS). For this study, the Instructional Activities Instrument was developed, piloted, and administered near the end of the year. A direct/indirect score on this instrument was compared to corresponding pre- posttest change scores as measured by the other four instruments. A linear relationship was found between student attitude toward science as a subject and teacher direct-indirectness, and certain instructional methods were found to lose favor with students if frequently used. (Author/MH)
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: N/A
Note: Paper presented at the annual meeting of the National Association for Research in Science Teaching (48th, Los Angeles, California, March 17-20, 1975); Contains small print in Figures