Imagen de Portada
Código QR

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.

The article presents a comparative study that discusses on the effects of the teaching strategies in an activity centered science program. In a classroom setting, middle school's students affiliation in the activity-centered science program are expressed in two ways. First, teacher dependency, which...

Descripción completa

Publicado en:Journal of Research in Science Teaching Vol. 16; no. 2; pp. 160 - 166
Autores principales: Vinelli, Jose L., Matthews, Charles C., Schlitt, Dorothy M., Abhyankar, Sudhir, McKee, David J.
Formato: Artículo
Publicado: Wiley-Blackwell Mar1979
Materias:
Middle schools
Education
Students
Teaching aids
Science
Classrooms
Teachers
Learning
Literacy programs
Acceso en línea:Ver este registro en EBSCOhost
Sumario:The article presents a comparative study that discusses on the effects of the teaching strategies in an activity centered science program. In a classroom setting, middle school's students affiliation in the activity-centered science program are expressed in two ways. First, teacher dependency, which is manifested by student originated interactions with the teacher. Second, student-student interactions. In these two types of interaction, both the de-individuation as well as individuation can be fulfilled.