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ERIC Number: ED406164
Record Type: Non-Journal
Publication Date: 1997-Mar
Pages: 9
Abstractor: N/A
Reference Count: N/A
Science Laboratory Instruction: Summary of Findings and Implications from Four Companion Studies.
Priestley, William J.; And Others
This paper summarizes a pair of studies titled "The Impact of Longer Term Intervention on Reforming the Approaches to Instruction in Chemistry by Urban Teachers of Physical and Life Sciences at the Secondary School Level" (William J. Priestley, Holly D. Priestley, and Joseph S. Schuckler) and "Profile of Instructional Practices Related to Experiences in Laboratory Oriented Instruction in Secondary and Beginning College Level Chemistry Instruction" (Alexandria Wilosky, Frank Sutman, and Mei Wang) that examined instructional practices or teaching behaviors during the laboratory component of chemistry instruction at both the secondary and college levels. These examinations of teaching practice indicate that at both levels and across chemistry courses, there is an emphasis on the teacher addressing procedural concerns with virtually no time spent in using behaviors designed to develop higher order thinking skills. The studies employed the Modified Revised Science Teacher Behavior Inventory (MR-STBI) to identify verbal and non-verbal teaching behaviors. The behaviors identified that relate to inquiry-oriented instruction include use of lower and higher level divergent questions, group-centered cooperative group activities, activities designed to assist students in reevaluating scientific conceptions and misconceptions, and teacher generated discussion related to laboratory observations. Contains 35 references. (DDR)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Germany