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ERIC Number: EJ465355
Record Type: CIJE
Publication Date: 1993
Pages: N/A
Abstractor: N/A
Reference Count: 0
ISSN: ISSN-0022-4669
Reading versus Doing: The Relative Effects of Textbook-Based and Inquiry-Oriented Approaches to Science Learning in Special Education Classrooms.
Scruggs, Thomas E.; And Others
Journal of Special Education, v27 n1 p1-15 Spr 1993
Twenty-six junior high school students with learning disabilities studied two science units via an activity-based, inquiry-oriented approach or a textbook approach. Students performed higher on immediate and delayed unit tests when they had learned by the inquiry approach, and reported a preference for this approach. Vocabulary acquisition was limited in both conditions. (Author/JDD)
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A