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1.
This study examined the differential effectiveness of traditional and discovery methods of instruction for the teaching of science concepts, understandings about science, and scientific attitudes, to learners at the concrete and formal level of cognitive development. The dependent variables were achievement, understanding science, and scientific attitude; assessed through the use of the ACS Achievement Test (high school chemistry, Form 1979), the Test on Understanding Science (Form W), and the Test on Scientific Attitude, respectively. Mode of instruction and cognitive development were the independent variables. Subjects were 120 Form IV (11th grade) males enrolled in chemistry classes in Lusaka, Zambia. Sixty of these were concrete reasoners (mean age = 18.23) randomly selected from one of the two schools. The remaining 60 subjects were formal reasoners (mean age 18.06) randomly selected from a second boys' school. Each of these two groups was randomly split into two subgroups with 30 subjects. Traditional and discovery approaches were randomly assigned to the two subgroups of concrete reasoners and to the two subgroups of formal reasoners. Prior to instruction, the subjects were pretested using the ACS Achievement Test, the Test on Understanding Science, and the Test on Scientific Attitude. Subjects received instruction covering eight chemistry topics during approximately 10 weeks. Posttests followed using the same standard tests. Two-way analysis of covariance, with pretest scores serving as covariates was used and 0.05 level of significant was accepted. Tukey WSD technique was used as a follow-up test where applicable. It was found that (1) for the formal reasoners, the discovery group earned significantly higher understanding science scores than the traditional group. For the concrete reasoners mode of instruction did not make a difference; (2) overall, formal reasoners earned significantly higher achievement scores than concrete reasoners; (3) in general, subjects taught by the discovery approach earned significantly higher scientific attitude scores than those taught by the traditional approach. The traditional group outperformed the discovery group in achievement scores. It was concluded that the traditional approach might be an efficient instructional mode for the teaching of scientific facts and principles to high school students, while the discovery approach seemed to be more suitable for teaching scientific attitudes and for promoting understanding about science and scientists among formal operational learners.  相似文献   

2.
Abstract

The purpose of the study was to investigate the effects of formal reading instruction on kindergartners with respect to reading achievement, attitude toward reading, and attitude toward school.

Altogether 220 children, classified on intelligence and reading readiness variables, were randomly assigned to formal reading and readiness programs for four months. Criterion data respecting to achievement and attitudes were collected by means of the California Reading Test and constructed attitude inventories.

Analyses of data reveal that in terms of reading achievement, the reading program was more effective than the readiness program, but that attitudes toward school and reading were a function of intelligence and reading readiness when attitudes were measured by a teacher-reporting scale. When measured by a pupil self-reporting scale, attitudes were a function of the type of instruction, with children in the readiness program showing more favorable attitudes.  相似文献   

3.
Su Gao  Jian Wang  Zhiyong Zhong 《Compare》2018,48(6):879-895
Abstract

The Chinese government has implemented centralised science curriculum standards to change science teaching from a didactic to inquiry-based approach to support all students in acquiring science literacy. Framed through theoretical perspectives of inquiry-based instruction and cultural pedagogy, this study examined the influence and impact of these reforms on Chinese science teaching and the performance of 8th grade Chinese students in the Inner-Mongolia Autonomous Regions using instruments developed by TIMSS 2007. It revealed that mixed, lecture-based, more inquiry-based and practice-based science teaching approaches were popularly practiced in classrooms, with the mixed-teaching approach being the most popular. While a mixed approach was positively associated with performance, the frequent practice of a more inquiry-based approach had a significant negative relationship. Neither lecture-based nor practiced-based teaching approaches were found to be related to performance. This finding questions the assumption that inquiry-based science teaching is central to improving the science performance of all students in China.  相似文献   

4.
Abstract

The problem was to evaluate changes of adolescent delinquent boys In their behavior and attitude" toward authority figures after the boys received rending Instruction, The 37 subjects were divided Into three groups and were equated for age, I.Q., ethnic background, and reading ability. The groups were given either reading Instruction, swimming instruction, or no Instruction. A follow-up study was done on each subject 18 months after the termination of the experiment to determine court involvement. The magnitude of improvement In changes in attitude was significantly greater (.001 level of confidence) In the Reading Group than in the other two groups, ft may be concluded that leading Instruction is effective In modifying certain attitudes of adolescent delinquents toward authority figures.  相似文献   

5.
Photographs     

Although the literature is replete with claims of the benefits of case-based instruction, few researchers have examined how individual students respond to and approach learning from this instructional method. In this paper we paint a picture of the contrasting experiences of two students enrolled in a case-based biochemistry laboratory course. These experiences are highlighted to support and extend knowledge gained from the first author's study of the responses and approaches of a freshman class of veterinary students recently introduced to case-based instruction. In the primary study, nine students were interviewed three times during the semester to explore their initial and changing responses and approaches to the case method. Using a constant comparative analysis method, three common themes were identified. In this paper we illustrate these themes by contrasting two students' responses and approaches to the same casebased course.  相似文献   

6.
Abstract

Purposes of the study were to (1) determine the extent to which occupational education instructors in postsecondary institutions in North Carolina used individualized instruction; and to (2) develop a model, evaluative measures, and guidelines for use in assessing individualized instruction approaches. An Individualized Instruction Inventory was designed to determine demographic data, practices, and attitudes of occupational education instructors. The sample consisted of instructors who had rated themselves as moderately to highly individualizing instruction. Inventories were returned by 77% of the 354 instructors in the sample. A discriminant analysis was used to determine demographic variables that differentiated (1) between instructors with high and low attitude scores; and (2) among instructors with high, average, and low practice scores. The four components of the model developed were (1) delineate information, (2) plan for data collection, (3) obtain information, and (4) provide information for decision making. Tasks to be completed within each phase were specified, and guidelines for use of the model were written. Evaluative measures appropriate for collecting the desired data were either selected or developed.  相似文献   

7.
Abstract

The study reported here examined college students’ academic self-efficacy, ‘academic press’ and learning achievement, as well as the association between these three variables within learning contexts using interactive whiteboard-based instruction. A quasi-experimental study was conducted using a sample (n = 103) of first-year college students in China. Participants were taught English by either an interactive whiteboard-based or traditional lecture-based instructional approach for three months. The results showed that the interactive whiteboard-based instructional intervention cultivated higher levels of academic press and academic self-efficacy among students and a significant, positive correlation was identified between these two variables. Students’ learning achievement was not affected by the instructional intervention. These results indicate that interactive whiteboard-based instruction offers some distinct benefits. In future work, additional research is needed to clarify how the instructional model relates to understanding learning achievement.  相似文献   

8.
Abstract

This study evaluated the effectiveness of interactive television in teaching an MSW foundation research methods course. Specifically, the performance of distant students who received instruction via interactive television was compared with the performance of their peers who received simultaneous face-to-face instruction in an interactive television classroom on-campus and with students who took the course in a traditional classroom. This retrospective analysis of student performance, spanning a four-year period, found that students performed comparably regardless of the setting for the course. The three groups of students studied did not differ statistically on their combined midterm/final examination test scores, the required course paper, or final course grades.  相似文献   

9.
Abstract

Twenty-four high school juniors and an equal number of middle school students were randomly assigned to either training or control groups in two settings. Students who were trained received instruction over three days on the use of text lookbacks to answer questions. After one week, trained and control subjects were tested for use of lookbacks and for question-answering accuracy. Only the younger trained students’ performance was significantly superior to that of control-group peers. Possible explanations for differential efficacy of training are discussed.  相似文献   

10.
ABSTRACT

The authors compared the performance of students who received integration of number sense activities in instruction with students who received instruction using regular mathematics textbooks. Two classes of third-grade students (N = 60) were randomly assigned to experimental and control groups. Students in each group were given a pretest, post I test, and post II test, and were interviewed individually across 20 class periods of intervention. Results showed that the performance of the students in the experimental group was significantly higher than those in the control group. The interview data also showed that the students in the experimental group performed better than students in the control group in flexible and effective ways to use number sense.  相似文献   

11.
Abstract

Historically, spelling approaches have been broadly classified as ‘child‐centred’ or ‘instruction‐centred’ but, in recent times teachers have tended to combine elements of these theoretically different perspectives to design new approaches. The findings of research reporting teacher dissatisfaction with such combined approaches is contrasted with the experiences of staff (teachers of Years 2–5) from one Western Australian primary school. The setting was of interest because compared to populations of children in surrounding areas students at Grove Primary School demonstrated consistently higher spelling results in statewide tests. Rather than subscribing to a particular approach, the teachers reported employing a combined approach that included incidental spelling instruction in the context of literature in conjunction with teacher directed and student initiated word study. At the same time, all teachers reported a commitment to spelling practices aligned with an instruction‐centred approach including separate spelling lessons each morning of at least 20 minutes in duration and weekly or fortnightly pretest‐learn‐test cycles of word lists.  相似文献   

12.
Abstract

A causal model is proposed in order to explain secondary students’ achievement in chemistry; the seven predictor variables used in the explanation are: students’ attitude towards chemistry, understanding of science, scientific attitude, traditional cosmological world‐view, cognitive style, teachers’ attitude towards the teaching of chemistry and understanding of science. Some 460 students chosen by means of stratified cluster sampling and their 25 teachers make up the student and teacher samples, respectively. The numerical values of all the variables are obtained and their intercorrelations computed. Path analysis procedure is applied to the data to estimate the coefficients of the structural equations of the proposed model. The results of the analysis indicate that the hypothesised model is tenable. The seven predictors directly account for 21?6% of the variance in the criterion; their indirect effect is 8?4%. The implications of the findings for chemistry instruction, teacher education and curriculum development are discussed.  相似文献   

13.
Abstract

This study compared the effectiveness of computer-based handwriting exercises (Lally &; Macleod, 1982) with traditional instruction in the remediation of handwriting difficulties. Thirty-six students in Grades 4 to 6 with poor handwriting received one of three different instructional methods. In Method 1, students performed computer-based handwriting exercises using the Apple Graphics Tablet, an electronic pen, and the computer monitor to track visible and invisible letters. In Method 2, conventional instruction was provided using pencil, paper, plastic overlays, and felt pens to copy and trace letter forms. In Method 3, conventional instruction using tracing and copying was provided through the computer using the Touch Window and a stylus pen. Several measures were used to assess improvement in performance. The results indicated that the traditional group using pen and paper demonstrated significant improvements from pretest to posttest on five measures, and the computer groups on two measures. The findings suggest that traditional instruction using pen and paper is the more effective treatment method.  相似文献   

14.
Abstract

The purpose of this study was to test Gagne’s hypothesis that attention to prerequisites should be more effective than repeated practice of a final task when learning intellectual skills. Ninety eighth-grade general science students studied self-instructional materials on the construction and interpretation of graphs. After each of three lessons each subject took a diagnostic test covering the objectives of the instruction. Subjects in Group 1 received additional instruction on prerequisites as remediation. Subjects in Group 2 received additional practice items as remediation, and subjects in Group 3 received no remedial activity. Students receiving remedial instruction did significantly better than those receiving only main-line instruction. Students receiving additional instruction on prerequisites did significantly better than those receiving additional practice items as remediation.  相似文献   

15.

The Model-Assisted Reasoning in Science (MARS) project seeks to promote model-centered instruction as a means of improving middle-school science education. As part of the evaluation of the sixth-grade curriculum, performance of MARS and non-MARS students was compared on a curriculum-neutral task. Fourteen students participated in structured interviews in which they experimented with a balance apparatus that provided three manipulable variables (two affected balance, one was a non-causal distractor variable). Although both groups were equally able to identify and test variables, all MARS students discovered a quantitative rule to describe the operation of the balance, whereas only one non-MARS student did so. MARS students discovered this numerical relationship through experimentation, regardless of their scientific reasoning profile (i.e. theory-generating, theory-modifying, or theory-preserving). The critical components of MARS instruction that may foster the ability to flexibly coordinate theory and evidence include multiple opportunities to draw conclusions from data and an emphasis on the successive refinement of models.  相似文献   

16.
Direct instruction is a proven effective method to strengthen children’s ability to design unconfounded experiments using the control-of-variables strategy (CVS). Recent research suggests that task segmentation can also promote children’s use of this strategy. The present study investigated this assumption by comparing the relative effectiveness of both instructional approaches in elementary science classes. Children in the direct instruction condition (n = 22) were taught the CVS prior to investigating a multivariable inquiry task. Children in the task structuring condition (n = 23) were not, but received a segmented version of the inquiry task that addressed the variables in successive order. Children in the control condition (n = 22) investigated the multivariable inquiry task without additional support. Comparison among these three conditions revealed that task structuring equals direct instruction in effectiveness to promote children to use the CVS and draw valid inferences, and that either type of guidance is more effective than unguided inquiry learning. However, as children’s knowledge of the CVS improved as much in either condition, more practice seems needed for children to take full advantage of both instructional approaches.  相似文献   

17.
ABSTRACT

This study investigated the effect of Ethnoscience instruction and moderating effects of school location and parental educational status on students' attitude to science. It employed pretest-posttest, non-equivalent control group quasiexperimental design. Participants were 352 Junior Secondary School 1 (aged 9–12 years) students from two schools, each in urban and rural areas of Ìbàdàn, southwestern Nigeria. Instruments used are: Teachers Instructional Guide on Ethnoscience instruction, Teachers Instructional Guide on Modified Lecture Method and Attitude Toward Science Scale (r?=?0.86). Three null hypotheses were tested at 0.05 level of significance. Data were analyzed using Analysis of Covariance. Significant main effect of treatment on attitude to science (F(1, 347)?=?296, p?<?0.05) was recorded, with Ethnoscience instruction group performing better than the Modified Lecture Method group. Effect size of treatment was strong (η2 p?=?0.46). Also recorded were significant main effects of school location (F(1, 347)?=?10.2, p?<?.05) and parental educational status (F(1, 347?=?3.37), p <?0.05) on students' attitude to science with weak effect sizes (η2 p?=?0.029 and η2 p?=?0.019 respectively). Learners in rural schools performed better than those in urban schools and those from lowly educated parents had better performance than highly educated parents. Ethnoscience instruction promoted learners' attitude to science. Therefore, its use in educational instruction, especially among traditional science learners, should be explored.  相似文献   

18.
Critical thinking is a unifying goal of modern education. While past research has mostly examined the efficacy of a single instructional approach to teaching critical thinking, recent literature has begun discussing mixed teaching approaches. The present study examines three modes of instruction, featuring the direct instruction approach and the inquiry-based approach in different sequences and proportions, in enhancing Chinese secondary student’s critical thinking performance. A total of 651 Grade 12 students participated in an 18-hour intervention with pre- and post-intervention measures on critical thinking performance and critical thinking dispositions. Specifically, critical thinking assessments utilizing different response format were used. Those who received training showed greater improvement on at least one of the critical thinking assessments compared to those who received no training. Participants’ performances with regards to different critical thinking assessments are discussed. Benefits of adopting more than one instructional approach to teaching critical thinking are highlighted.  相似文献   

19.
ABSTRACT

This mixed-methods study sought to identify professional development implementation variables that may influence participant (a) adoption of simulations, and (b) use for inquiry-based science instruction. Two groups (Cohort 1, N = 52; Cohort 2, N = 104) received different professional development. Cohort 1 was focused on Web site use mechanics. Cohort 2 was situated in nature and provided three additional elements: (a) modeling simulation use within inquiry-based instruction; (b) collaboration; and (c) provision of content-relevant lesson planning time. There was no difference in the extent of simulation use between cohorts, χ2(1) = 0.878, p = .349, φ = ?0.075. Results were inconclusive for a difference in observed inquiry instruction as Fisher's Exact Test was insignificant but had a medium effect size, p = .228, φ = 0.283. Computer-based standardized tests emerged as a novel technology integration barrier. These findings have implications for school policy, professional development, and future research.  相似文献   

20.
Sixty‐six students completed two questionnaires to describe their approaches to study and the relationship to their personal preference for either the conventional lecture (CL) or self‐learning package (SLP) as methods of instruction. The students were randomly assigned to either an SLP and a CL group and received instruction on the same topic. Then, six weeks after the lecture all students were given a 30‐minute test to examine their level of understanding. Ten students, chosen at random, were interviewed further to assess their attitude towards learning. The inference drawn from the results is that more students preferred CL to SLP, however there was no correlation between students’ study approach and their preference for different teaching methods, nor did the study demonstrate that either method of instruction was superior when measured by test performance, suggesting a need to review independent study packages to better match student needs. Interview analysis showed that the students were highly dependent on reassurance from their lecturers, emphasising the negotiated nature of learning.  相似文献   

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