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...
| Publicado en: | Journal of Research in Science Teaching Vol. 16; no. 2; pp. 160 - 166 |
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| Autores principales: | , , , , |
| Formato: | Artículo |
| Publicado: |
Wiley-Blackwell
Mar1979
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| Materias: | |
| 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=21449855&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 21449855 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: Mar1979 vid: 16 iid: 2 pid: 480 pub: Wiley-Blackwell artinfo: ui: 21449855 10.1002/tea.3660160209 ppf: 160 ppct: 6 formats: tig: atl: 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. aug: au: Vinelli, Jose L. Matthews, Charles C. Schlitt, Dorothy M. Abhyankar, Sudhir McKee, David J. affil: Florida Department of Education, Tallahassee, Florida 32304 Florida State University, Tallahassee, Florida 32306 Environmental Protection Agency, Durham, North Carolina 27713 su: Middle schools Education Students Teaching aids Science Classrooms Teachers Learning Literacy programs sug: subj: Middle schools Education Students Teaching aids Science Classrooms Teachers Learning Literacy programs ab: 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. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: Y dt: @attributes: year: 1979 holdings: @attributes: islocal: N |
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