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The Nature of Student Thinking in Life Science Laboratories.
Peer reviewed Peer reviewed
Shepardson, Daniel P. – School Science and Mathematics, 1997
Compares the nature of student thinking in confirmation and open-inquiry laboratory activities. Reports that student thinking processes exhibited in confirmation laboratories emphasized procedures and techniques--making sense of and doing the laboratory, whereas student thinking in open-inquiry laboratories emphasized data analysis--making sense…
Descriptors: Biological Sciences, Cognitive Processes, Inquiry, Science Activities
Reforming and Assessing Undergraduate Science Instruction Using Collaborative Action-Based Research Teams.
Peer reviewed Peer reviewed
Krockover, Gerald H.; Shepardson, Daniel P.; Adams, Paul E.; Eichinger, David; Nakhleh, Mary – School Science and Mathematics, 2002
Describes a reform effort for the undergraduate curriculum utilizing action-based research teams that developed, implemented, and assessed constructivist approaches to teaching undergraduate science content. Results indicate that the collaborative action-based research process was effective in contributing to the reform of undergraduate teaching.…
Descriptors: Action Research, Biology, Chemistry, Constructivism (Learning)
Gender, Achievement, and Perception toward Science Activities.
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Shepardson, Daniel P.; Pizzini, Edward L. – School Science and Mathematics, 1994
Textbook-worksheet, traditional laboratory, and problem-solving treatments produced no significant differences in achievement by gender or treatment and no difference in perception by gender, but did produce a significant difference in perception by treatment in (n=268) students, grades 7-8. (21 references) (Author/MKR)
Descriptors: Elementary Secondary Education, Grade 7, Grade 8, Junior High School Students
Student Questioning in the Presence of the Teacher during Problem Solving in Science.
Peer reviewed Peer reviewed
Pizzini, Edward L; Shepardson, Daniel P. – School Science and Mathematics, 1991
Student questioning within the Search, Solve, Create, and Share (SSCS) problem solving instructional model was investigated. The results suggest that the SSCS problem-solving instructional model increases student questioning in the presence of the teacher (n=22) when compared to a teacher-directed laboratory instructional model. The implications…
Descriptors: Intermediate Grades, Junior High Schools, Models, Problem Solving
Publisher-Based Science Activities of the 1980s and Thinking Skills.
Peer reviewed Peer reviewed
Shepardson, Daniel P. – School Science and Mathematics, 1993
Science activities of the 14 science textbooks most commonly used in middle and junior high school were analyzed and coded to determine the level of the thinking skills emphasized in comparison to supplemental guide activities. Multivariate analysis of variance indicated a significant difference in the quantity but not quality of the thinking…
Descriptors: Analysis of Variance, Content Analysis, Instructional Materials, Junior High Schools
A Comparison of Student Perceptions of Science Activities within Three Instructional Approaches.
Peer reviewed Peer reviewed
Shepardson, Daniel P.; Pizzini, Edward L. – School Science and Mathematics, 1993
This study examined the differences in middle school students' (n=287) perceptions of science activities among three instructional approaches: (1) lecture-worksheet; (2) traditional laboratory; and (3) problem solving. Chi-square analysis of questionnaire responses indicated that, on seven of the eight questions, students responded more positively…
Descriptors: Attitude Measures, Chi Square, Learning Strategies, Middle Schools