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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...

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Publicado en:Journal of Research in Science Teaching Vol. 14; no. 1; pp. 57 - 63
Autores principales: Vanek, Eugenia Poporad, Montean, John J.
Formato: Artículo
Publicado: Wiley-Blackwell Jan1977
Materias:
Curriculum
Educational programs
Science
Students
Academic achievement
Attitude (Psychology)
Ability
Teaching methods
Education
Acceso en línea:Ver este registro en EBSCOhost
Sumario: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.