ERIC Number: ED436410
Record Type: Non-Journal
Publication Date: 1999-Nov
Reference Count: N/A
Effects of Science Manipulatives on Achievement, Attitudes, and Journal Writing of Elementary Science Students Revisited.
Frederick, Lynda R.; Shaw, Edward L., Jr.
This paper describes a follow-up to a 1998 study that reexamined several aspects of elementary science students' achievement, attitudes, and journal writing in conjunction with an Alabama Hands-on Activity Science Program (HASP) grant utilizing the Full Option Science System (FOSS) kit. During the four weeks of the study, 20 fourth grade students were requested to reflect upon instruction through journal writing. Results suggest that an increase in posttest achievement scores may be attributed to incorporating the FOSS kit into science instruction. Results also support the use of science manipulatives as a means of increasing students' favorable attitudes toward science and science-related activities. (Contains 34 references.) (WRM)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Identifiers - Location: Alabama