ERIC Number: ED223476
Record Type: Non-Journal
Publication Date: 1982-Dec
Reference Count: N/A
Science Meta-Analysis Project: Volume II. Final Report.
Anderson, Ronald D.; And Others
The National Science Foundation funded a project to: (1) identify major areas of science education research in which sufficient studies have been conducted to permit useful generalizations for educational practice; (2) conduct meta-analyses of each of these areas; and (3) prepare a compendium of these meta-analyses along with interpretative and integrative statements. This report is the second volume of the compendium, which includes three studies: "A Meta-Analysis of Research on Science Teacher Education Practices Associated with Inquiry Strategy" (Gary L. Sweitzer), "Science Teacher Characteristics by Teacher Behavior and by Student Outcome" (Cynthia Ann Druva), and "The Relationship of Student Characteristics and Student Performance in Science" (M. Lynette Fleming and Mark R. Malone). Table of contents, purpose, methodology, results, and conclusions are presented for each study. The last section includes a discussion directed at consolidating information on selected matters addressed in two or more of the separate meta-analyses and examining the relationship between results of these meta-analyses and other work of this nature conducted by other researchers. Coding forms and a complete bibliography of studies used and coded are provided in two extensive appendices. (Author/JN)
Descriptors: Academic Achievement, Cognitive Ability, Developmental Stages, Elementary School Science, Elementary Secondary Education, Inquiry, Research Methodology, Science Education, Science Teachers, Secondary School Science, Student Attitudes, Student Characteristics, Teacher Behavior, Teacher Characteristics, Teacher Education
Laboratory for Research in Science and Mathematics Education, c/o Dr. Ronald D. Anderson, Campus Box 249, University of Colorado, Boulder, CO 80309.
Publication Type: Reports - Research
Education Level: N/A
Sponsor: National Science Foundation, Washington, DC.
Authoring Institution: Colorado Univ., Boulder.