Literaturnachweis - Detailanzeige
Autor/inn/en | Mulopo, Moses M.; Fowler, H. Seymour |
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Titel | Effects of Traditional and Discovery Instructional Approaches on Learning Outcomes for Learners of Different Intellectual Development: A Study of Chemistry Students in Zambia. |
Quelle | In: Journal of Research in Science Teaching, 24 (1987) 3, S.217-27Infoseite zur Zeitschrift |
Sprache | englisch |
Dokumenttyp | gedruckt; Zeitschriftenaufsatz |
ISSN | 0022-4308 |
Schlagwörter | Academic Achievement; Chemistry; Cognitive Ability; Cognitive Measurement; Discovery Learning; Foreign Countries; Piagetian Theory; Science Education; Science Instruction; Scientific Attitudes; Scientific Concepts; Secondary Education; Secondary School Science; Teaching Methods; Zambia |
Abstract | Reports on a study that examined the differential effectiveness of traditional and discovery methods of chemistry instruction in Zambia. Compared were the teaching of science concepts, understandings about science, and scientific attitudes to learners at the concrete and formal levels of cognitive development. (TW) |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |