Can Improvement of Retention of the Science Content Area Be Had by the Addition of Study Skills?

Autor/in	Grimaldi, Candace M.
Titel	Can Improvement of Retention of the Science Content Area Be Had by the Addition of Study Skills?
Quelle	(1987), (40 Seiten)Verfügbarkeit M.A. Thesis, Kean College of New Jersey
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Hochschulschrift; Academic Achievement; Content Area Reading; Grade 7; Junior High Schools; Reading Research; Retention (Psychology); Science Instruction; Skill Development; Student Improvement; Study Skills; Teaching Methods + Suchen Sie Ihr Suchwort? Schulleistung; Sinnerfassendes Lesen; School year 07; 7. Schuljahr; Schuljahr 07; Sekundarstufe I; Leseforschung; Merkfähigkeit; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Kompetenzentwicklung; Qualifikationsentwicklung; Studientechnik; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	A study explored whether instruction involving an emphasis on study skills could help seventh grade students retain material encountered in science classes. Subjects were 32 students from two intact science classes in a predominately white, middle class school in New Jersey. The experimental group received an advance organizer as an overall summary of a textbook chapter they were studying to help them in organizing the content. They were introduced to the chapter; were told to look at headings, pictures, and diagrams; pronounced and defined vocabulary terms; and noted names of people and places relevant to the chapter. Each day, a review of the previous lesson was conducted before the new lesson was begun. The control group was taught without the use of any learning aid. All students were tested at the end of each chapter. Results indicated a significant difference between the means of the samples in favor of the experimental treatments. The findings suggest that study skills can help students retain science material content. (Appendixes contain pretest and posttest raw scores of the samples and samples of pretests and posttests used in the study. Twenty-six references are included.) (FL)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01