Literaturnachweis - Detailanzeige
Autor/inn/en | Farnsworth, Carolyn H.; Mayer, Victor J. |
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Titel | An Assessment of the Validity and Discrimination of the Intensive Time-Series Design by Monitoring Learning Differences between Students with Different Cognitive Tendencies. |
Quelle | In: Journal of Research in Science Teaching, 21 (1984) 4, S.345-55Infoseite zur Zeitschrift |
Sprache | englisch |
Dokumenttyp | gedruckt; Zeitschriftenaufsatz |
ISSN | 0022-4308 |
Schlagwörter | Academic Achievement; Cognitive Development; Comprehension; Developmental Stages; Earth Science; Grade 8; Junior High Schools; Knowledge Level; Learning; Research Methodology; Science Education; Secondary School Science |
Abstract | Results of this study confirm discrimination of the intensive time-series design and indicate that it can be used to distinguish differences in learning (comprehension and knowledge) between eighth-grade earth science students (N=95) having formal cognitive tendencies and those having concrete cognitive tendencies. (JN) |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |