The Effects of Individual or Group Guidelines on the Calibration Accuracy and Achievement of High School Biology Students

Autor/inn/en	Bol, Linda; Hacker, Douglas J.; Walck, Camilla C.; Nunnery, John A.
Titel	The Effects of Individual or Group Guidelines on the Calibration Accuracy and Achievement of High School Biology Students
Quelle	In: Contemporary Educational Psychology, 37 (2012) 4, S.280-287 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0361-476X
DOI	10.1016/j.cedpsych.2012.02.004
Schlagwörter	Biology; Guidelines; High School Students; Science Education; Factor Analysis; Prediction; Academic Achievement; Predictor Variables; Science Instruction; Teaching Methods + Suchen Sie Ihr Suchwort? Biologie; Richtlinien; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Naturwissenschaftliche Bildung; Faktorenanalyse; Vorhersage; Schulleistung; Prädiktor; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	A 2 x 2 factorial design was employed in a quasi-experiment to investigate the effects of guidelines in group or individual settings on the calibration accuracy and achievement of 82 high school biology students. Significant main effects indicated that calibration practice with guidelines and practice in group settings increased prediction and postdiction accuracy. A significant interaction showed that students who practiced calibration in groups using guidelines showed the greatest accuracy in their predictions and postdictions. Students in the guidelines condition and in the group setting condition had significantly higher achievement scores. The findings of this study suggest that the use of guidelines and group settings can promote calibration accuracy and achievement in high school biology courses. (Contains 7 tables and 1 figure.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10