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ADAPTING INSTRUCTION TO STUDENT DIFFERENCES IN AN INDIVIDUALIZED SCIENCE PROGRAM.

The article investigates the types of instructional models that maximize outcome measures for a variety of student characteristics. The four types of instructional models designed for ninth-grade science course includes the teacher-directed treatment, the media treatment, the reading treatment and t...

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Publicado en:Journal of Research in Science Teaching Vol. 14; no. 1; pp. 27 - 33
Autores principales: Sheehan, Daniel S., Hambleton, Ronald K.
Formato: Artículo
Publicado: Wiley-Blackwell Jan1977
Materias:
Teaching aids
Instructional systems
Education
Students
Programmed instruction
Science teachers
Test anxiety
Educational psychology
Educational technology
Acceso en línea:Ver este registro en EBSCOhost
Sumario:The article investigates the types of instructional models that maximize outcome measures for a variety of student characteristics. The four types of instructional models designed for ninth-grade science course includes the teacher-directed treatment, the media treatment, the reading treatment and the programmed instruction treatment. The result of the study provide guidelines to science teachers on how to assign students to the treatment groups on the basis of Test Anxiety Scale for Children scores. It indicates that control was lacking in the execution of the instructional treatments.