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ERIC Number: ED258794
Record Type: Non-Journal
Publication Date: 1985-Apr
Pages: 35
Abstractor: N/A
Reference Count: N/A
Studies in Individualized Science Instruction and Its Effect on Student Achievement and Attitudes.
Clark, Elizabeth Ann
This study assessed the theoretical, empirical, and normative evidence addressing the issue of individualized science instruction. The literature on the subject was reviewed and an annotated bibliography prepared with entries grouped into categories asking: (1) Is there a need for individualization in science education? (2) Can individualized instruction be justified by reviewing current research on achievement and attitudes in individualized classrooms? and (3) Is individualized instruction feasible? Following the bibliography (which comprises a major portion of the document) a summary of findings is presented. Among the findings are those which show: that students are different and need different types of science instruction; a need for more individualized approaches; inconclusive results when research on individualized instruction and academic achievement was examined; positive effects of individualized instruction on student attitudes in all but one study; and a need for teacher training as a necessary component in the effective introduction and management of individualized instruction. (JN)
Publication Type: Reference Materials - Bibliographies; Information Analyses
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A