A Comparative Study of Two Laboratory Approaches in a General Education College Physical Science Course.

Autor/in	Schellenberg, John Patrick
Titel	A Comparative Study of Two Laboratory Approaches in a General Education College Physical Science Course.
Quelle	(1980), (152 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Hochschulschrift; Dissertation; Academic Achievement; College Science; College Students; Higher Education; Physics; Science Education; Science Instruction; Student Attitudes; Teaching Methods + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Schulleistung; Collegestudent; Hochschulbildung; Hochschulsystem; Hochschulwesen; Physik; Naturwissenschaftliche Bildung; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Schülerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	The purpose of this study was to determine the relative effectiveness of two laboratory approaches in a general education physical science course: (1) the experimental method called the contemporary topics, and (2) the control method called the standard topics. The criterion instruments were an investigator-constructed subject content test, the Science Process Inventory, Form D, and the Science Attitude Inventory. The subjects were 86 students enrolled in physics at Kutztown State College, 41 assigned to the control treatment standard topics approach, 45 to the experimental contemporary topics approach. A student perception questionnaire was applied to monitor whether treatments were applied as prescribed. Using analysis of covariance, it was found that at the .01 level for the three tests, there were no significant differences, but there was a significant difference in the results of the treatment monitoring questionnaire. Findings of this study implied that there was no difference in learning facts and principles of the subject content, but other criteria, such as cost and student or faculty interest, should be used to decide between the two approaches. (JN)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC