ERIC Number: ED317425
Record Type: RIE
Publication Date: 1990
Reference Count: N/A
Science Instruction for the Mildly Handicapped: Direct Instruction versus Discovery Teaching.
Bay, Mary; And Others
The purpose of this study was to compare the effectiveness of two instructional approaches on mildly handicapped and nonhandicapped students' science achievement. Students were assigned at random to one of two conditions: (1) direct instruction; and (2) discovery teaching. The content of the lessons remained constant across conditions and focused on such concepts as displacement, floatation, variable, controlled experimentation, and scientific prediction. Results showed that students in both groups learned equally well as measured by an immediate posttest. However, students in the discovery teaching condition outperformed their direct instruction counterparts on a retention test administered two weeks after the posttest. Finally, learning disabled students in the discovery condition performed better than their direct instruction counterparts on a performance-based measure designed to assess generalization. Implications for research and practice are discussed. (Author)
Descriptors: Academic Achievement, Disabilities, Discovery Learning, Elementary Education, Elementary School Science, Learning Disabilities, Science Education, Science Instruction, Scientific Concepts, Teaching Methods
Center for Science Education, Kansas State University, 244 Bluemont Hall, Manhattan, KS 66506.
Publication Type: Reports - Research
Education Level: N/A
Audience: Researchers; Policymakers
Authoring Institution: Kansas State Univ., Manhattan. Center for Science Education.
Note: Paper presented at the Annual Meeting of the National Association for Research in Science Teaching (Atlanta, GA, April 8-11, 1990).