NotesFAQContact Us
Collection
Advanced
Search Tips
ERIC Number: ED148820
Record Type: RIE
Publication Date: 1976-Dec
Pages: 103
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: N/A
Second-Year Intervention Study to Facilitate Children's Concept Learning. Technical Report No. 429.
Klausmeier, Herbert J.; And Others
Theory and research regarding levels of concept attainment and uses of concepts as specified by the conceptual learning and development (CLD) model are briefly described. The purpose and strategy of a longitudinal intervention are detailed. This intervention study is designed (1) to determine the effects of specially prepared lessons on students' learning of key process--concepts of science, (2) to determine the effects of instructional programming for the individual student on achievement of the science content of a published science program (Science: A Process Approach), and (3) to determine the effects of the combined intervention treatments on students' attitudes toward their science instruction. Procedures for analyzing the process--concepts are given as well as for developing the process--concept lessons. Results obtained in the second year of the study are reported for each of the dependent measures. In general, the mean gain scores of the experimental schools were significantly higher than those for control schools on tests of the specific content of the science curriculum. Results also showed scores on assessments of the science process--concepts to be generally higher for the treatment group in comparison with the control. In addition, results of a science attitude inventory are reported. Finally, plans for continuing use of process--concept lessons and for more fully differentiated instruction during successive semesters of the study are discussed. (Author)
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: National Inst. of Education (DHEW), Washington, DC.
Authoring Institution: Wisconsin Univ., Madison. Research and Development Center for Cognitive Learning.
Note: For related document, see SP 012 119