A Determination of the Relationship Between Content Structure, Concrete Referents, Mental Readiness and Student Attainment of Selected Cognitive Skills in a Physical Science Program.

Autor/in	Haley, Clarence Dillard, Jr.
Titel	A Determination of the Relationship Between Content Structure, Concrete Referents, Mental Readiness and Student Attainment of Selected Cognitive Skills in a Physical Science Program.
Quelle	(1973), (150 Seiten)Verfügbarkeit Ed.D. Dissertation, University of Virginia...
Beigaben	Tabellen
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Hochschulschrift; Achievement; Curriculum Development; Doctoral Dissertations; Educational Research; Instruction; Physical Sciences; Predictor Variables; Readiness; Reading; Science Education; Secondary Education; Secondary School Science; Structural Analysis + Suchen Sie Ihr Suchwort? Performance; Leistung; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Doctoral dissertation; Doctoral thesis; Doctoral theses; Dissertationsschrift; Bildungsforschung; Pädagogische Forschung; Teaching process; Unterrichtsprozess; Natural sciences; Naturwissenschaften; Naturwissenschaft; Prädiktor; Leseprozess; Lesen; Naturwissenschaftliche Bildung; Sekundarbereich; Strukturanalyse
Abstract	This study was designed as an experimental evaluation of the relative efficiency of designated instructional techniques for student attainment of selected cognitive skills. The sequence in which the student encountered the curriculum, the means by which the student received the information, and the reinforcement effect of an official answer were three components which were permuted to form eight instructional schemes. The study involved 16 classes and each teacher instructed 2 experimental classes via different instructional schemes. Multiple regression analysis, correlation coefficients, and t tests were used to assure validity of findings. Among conclusions, the investigator found reading level to be a significant predictor of classroom performance, and laboratory activities to be a more effective instructional technique for developing reading comprehension and science objectives than lecture-demonstration techniques. (Author/CP)
Anmerkungen	University Microfilms, 300 North Zeeb Road, Ann Arbor, Michigan 48106 (Order No. 73-32,438, MF-$7.50, Xerography-$15.00)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01