A Comparison of the Effect of a Systematic Modeling Approach and the Learning Cycle Approach on the Achievement of Integrated Science Process Skills of Urban Middle School Students.

Autor/inn/en	Rubin, Rochelle L.; Norman, John T.
Titel	A Comparison of the Effect of a Systematic Modeling Approach and the Learning Cycle Approach on the Achievement of Integrated Science Process Skills of Urban Middle School Students.
Quelle	(1989), (32 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Cognitive Processes; Discovery Learning; Discovery Processes; Junior High Schools; Learning Activities; Learning Processes; Learning Strategies; Learning Theories; Middle Schools; Modeling (Psychology); Models; Piagetian Theory; Process Education; Science Instruction; Secondary School Science; Urban Youth + Suchen Sie Ihr Suchwort? Cognitive process; Kognitiver Prozess; Entdeckendes Lernen; Sekundarstufe I; Lernaktivität; Learning process; Lernprozess; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Learning theory; Lerntheorie; Middle school; Mittelschule; Mittelstufenschule; Modeling; Modelling; Modellierung; Analogiemodell; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Urban area; Urban areas; Youth; Stadtregion; Stadt; Jugend
Abstract	Previous research has shown a relationship between formal reasoning ability and science process skill attainment. It has been hypothesized that an increased emphasis on teaching process skills might enhance the formal thinking abilities of students. A variety of strategies have been proposed to better accomplish this task, most notable, the learning cycle approach. There has been little research in science education on the use of modeling strategies for promoting process development and/or logical thinking. This paper deals with the overall relationship of Piagetian theory to science process development and with strategies for promoting more effective learning, teaching, and assessment of science process skills and/or logical thinking. The purpose of this study was to determine which of two teaching strategies would promote higher achievement of integrated process skills with urban middle school students. Furthermore, growth in the logical thinking of students was also measured. The two teaching strategies tried were a systematic modeling approach and the learning cycle approach. Students of both the modeling teachers and the learning cycle teachers outperformed those of a nonequivalent control group on integrated process skills. Modeling was found to be significantly superior to the learning cycle for promoting this achievement. (MVL)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC