ERIC Number: EJ1071750
Record Type: Journal
Publication Date: 2015
Abstractor: As Provided
Guided Instruction Improves Elementary Student Learning and Self-Efficacy in Science
Hushman, Carolyn J.; Marley, Scott C.
Journal of Educational Research, v108 n5 p371-381 2015
The authors investigated whether the amount of instructional guidance affects science learning and self-efficacy. Sixty 9- and 10-year-old children were randomly assigned to one of the following three instructional conditions: (a) guided instruction consisting of examples and student-generated explanations, (b) direct instruction consisting of a lecture and examples, and (c) minimal instruction consisting of student directed discovery. Children who received guided instruction designed a greater percentage of experiments correctly and self-reported greater changes in science self-efficacy than children in the other conditions. No statistically significant differences were observed between direct and guided instruction on outcome measures of cued recall, application and evaluation. However, both conditions performed statistically higher on these outcome measures relative to the minimal instruction condition.
Descriptors: Elementary School Students, Self Efficacy, Science Education, Science Instruction, Student Improvement, Demonstrations (Educational), Direct Instruction, Lecture Method, Discovery Learning, Science Experiments, Student Developed Materials, Statistical Significance, Outcome Measures, Cues, Recall (Psychology), Cognitive Processes, Cognitive Development, Spatial Ability, Multiple Choice Tests, Active Learning, Science Achievement, Teaching Methods, Instructional Effectiveness, Intermode Differences, Summer Programs, Questionnaires, Statistical Analysis, Grade 4, Grade 5
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 4; Intermediate Grades; Grade 5; Middle Schools
Authoring Institution: N/A
Grant or Contract Numbers: N/A