A Study of the Effects of Presenting the Process of Measuring to Pre-Service Elementary School Science Teachers by Abstract and Applied Modes of Instruction.

Autor/in	Mouser, Doris King
Titel	A Study of the Effects of Presenting the Process of Measuring to Pre-Service Elementary School Science Teachers by Abstract and Applied Modes of Instruction.
Quelle	(1971), (131 Seiten)Verfügbarkeit
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Doctoral Dissertations; Educational Research; Elementary School Teachers; Instruction; Preservice Teacher Education; Science Education; Teaching Methods + Suchen Sie Ihr Suchwort? Doctoral dissertation; Doctoral thesis; Doctoral theses; Dissertationsschrift; Bildungsforschung; Pädagogische Forschung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Teaching process; Unterrichtsprozess; Lehramtsstudiengang; Lehrerausbildung; Naturwissenschaftliche Bildung; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	Investigated were the effects of presenting the process of measuring to pre-service elementary school science teachers by abstract and applied modes of instruction. The 102 students enrolled in elementary science education methods classes were grouped according to areas of interest: science, language arts, and social studies. Materials from the elementary science program, Science - A Basic Approach, were used as the basic testing and teaching elements. Half of the students received an abstract mode of instruction; half, an applied mode to determine competency gains. An analysis of variance was done using the Completely Randomized Factorial Design, which gave a simultaneous evaluation of three main effects (method, classification, and interest). Four interactions were evaluated from the design. The categories of the interest level were examined by the Tukey test of Honestly Significant Difference. A significant difference was found between the two modes of instruction with the Applied Method producing greater gains. The analysis of variance showed no significant difference for the three-way interaction. The findings of the study appear to indicate that more competence is gained in the process of measuring from an applied mode of instruction. (Author/EB)
Anmerkungen	University Microfilms, 300 North Zeeb Road, Ann Arbor, Michigan 48106 (Order No. 72-2270 MF-$4.00, Xerography-$10.00)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC