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ERIC Number: EJ1004901
Record Type: Journal
Publication Date: 2013
Pages: 11
Abstractor: As Provided
Reference Count: 29
ISBN: N/A
ISSN: ISSN-0003-1003
Time on Text and Science Achievement for High School Biology Students
Wyss, Vanessa L.; Dolenc, Nathan; Kong, Xiaoqing; Tai, Robert H.
American Secondary Education, v41 n2 p49-59 Spr 2013
The conflict between the amount of material to be addressed in high school science classes, the need to prepare students for standardized tests, and the amount of time available forces science educators to make difficult pedagogical decisions on a daily basis. Hands-on and inquiry-based learning offer students more authentic learning experiences with benefits beyond test scores. However, these alternative teaching/learning techniques can be more time consuming than textbook use and exacerbate the conflict between pedagogy and time. The study reported in this article questioned 2712 college Biology students about their high school science experiences. Analyses indicate that the amount of time spent reading biology texts does not influence learning outcomes. (Contains 3 tables.)
Ashland University Dwight Schar College of Education. 229 Dwight Schar Building, 401 College Avenue, Ashland, OH 44805. Tel: 419-289-5273; Web site: http://www.ashland.edu/ase
Publication Type: Journal Articles; Reports - Research
Education Level: High Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: ACT Assessment
IES Cited: ED560919