THE EFFECT OF TWO SCIENCE PROGRAMS (ESS AND LAIDLAW) ON STUDENT CLASSIFICATION SKILLS, SCIENCE ACHIEVEMENT, AND ATTITUDES.
The article compares the effect of an activity-based curriculum, the Elementary Science Study (ESS) and a textbook approach, the Laidlaw Science Series, on the classification skills, science achievement and scientific attitudes of students. It indicates that the teaching method or materials failed t...
| Publicado en: | Journal of Research in Science Teaching Vol. 14; no. 1; pp. 57 - 63 |
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| Autores principales: | , |
| Formato: | Artículo |
| Publicado: |
Wiley-Blackwell
Jan1977
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=hlh&AN=21422377&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 21422377 longDbName: Humanities International Complete uiTag: AN controlInfo: bkinfo: jinfo: jid: 00224308 STE jtl: Journal of Research in Science Teaching issn: 00224308 maglogo: Y pubinfo: dt: Jan1977 vid: 14 iid: 1 pid: 480 pub: Wiley-Blackwell artinfo: ui: 21422377 10.1002/tea.3660140110 ppf: 57 ppct: 6 formats: tig: atl: THE EFFECT OF TWO SCIENCE PROGRAMS (ESS AND LAIDLAW) ON STUDENT CLASSIFICATION SKILLS, SCIENCE ACHIEVEMENT, AND ATTITUDES. aug: au: Vanek, Eugenia Poporad Montean, John J. affil: Case Western Reserve University, Cleveland, Ohio University of Rochester, Rochester, New York su: Curriculum Educational programs Science Students Academic achievement Attitude (Psychology) Ability Teaching methods Education sug: subj: Curriculum Educational programs Science Students Academic achievement Attitude (Psychology) Ability Teaching methods Education ab: The article compares the effect of an activity-based curriculum, the Elementary Science Study (ESS) and a textbook approach, the Laidlaw Science Series, on the classification skills, science achievement and scientific attitudes of students. It indicates that the teaching method or materials failed to make a difference in the classification ability, science achievement or attitude of the students. However, the results of the study has an important implication for teaching. The assumptions that ESS differs from the textbook classroom are not confirmed. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: Y dt: @attributes: year: 1977 holdings: @attributes: islocal: N |
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