A Comparative Study of the Effects of Two Teaching Strategies in an Activity-Centered Science Program on Middle School Students' Need-Affiliation and Teacher Dependency Behaviors.

Vinelli, Jose L.; And Others

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Peer reviewed

ERIC Number: EJ200141

Record Type: CIJE

Publication Date: 1979-Mar

Pages: N/A

Abstractor: N/A

ISBN: N/A

ISSN: ISSN-0022-4308

EISSN: N/A

A Comparative Study of the Effects of Two Teaching Strategies in an Activity-Centered Science Program on Middle School Students' Need-Affiliation and Teacher Dependency Behaviors.

Vinelli, Jose L.; And Others

Journal of Research in Science Teaching, v16 n2 p159-65 Mar 1979

Studies the effects of student-structured (SSLS) and teacher-structured (TSLS) teaching strategies. SSLS students consistently exhibited lower frequencies of teacher dependency behaviors than TSLS students. Need affiliation results varied with the grade level of students. (MA)

Descriptors: Affiliation Need, Classroom Communication, Educational Research, Experiential Learning, Interaction Process Analysis, Middle Schools, Science Education, Student Behavior, Teacher Behavior, Teaching Methods

Publication Type: Journal Articles

Education Level: N/A

Audience: N/A

Language: English

Sponsor: N/A

Authoring Institution: N/A

Grant or Contract Numbers: N/A

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