EFFECT OF VARIED PRESENTATIONS OF LABORATORY EXERCISES WITHIN PROGRAMED MATERIALS ON SPECIFIC INTELLECTUAL FACTORS OF SCIENCE PROBLEM SOLVING BEHAVIOR.

Autor/in	NASCA, DONALD
Institution	State Univ. of New York, Brockport. Coll. at Brockport.
Titel	EFFECT OF VARIED PRESENTATIONS OF LABORATORY EXERCISES WITHIN PROGRAMED MATERIALS ON SPECIFIC INTELLECTUAL FACTORS OF SCIENCE PROBLEM SOLVING BEHAVIOR.
Quelle	(1965), (73 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Junior High Schools; Learning Laboratories; Linear Programing; Motivation; Problem Solving; Productive Thinking; Programed Instruction; Responses; Science Education; Science Laboratories; Test Construction; New York + Suchen Sie Ihr Suchwort? Sekundarstufe I; Lernstation; psychologische; Motivation (psychologisch); Problemlösen; Produktives Denken; Naturwissenschaftliche Bildung; Testaufbau
Abstract	THIS RESEARCH ATTEMPTED TO DEMONSTRATE THE FEASIBILITY OF DEVELOPING TEST INSTRUMENTS TO DETECT HOW LIMITED VARIABLES IN EDUCATIONAL EXPERIENCES AFFECT STUDENT BEHAVIORAL DEVELOPMENT. THE EXPERIMENTAL HYPOTHESES DEVELOPED FOR THE STUDY WERE CONCERNED WITH IDENTIFYING AND DEFINING INDIVIDUAL ABILITIES OPERATING IN THE REALM OF SCIENCE EDUCATION. JUNIOR HIGH SCHOOL STUDENT INVOLVEMENT WAS EFFECTED THROUGH THE USE OF PROGRAMED INSTRUCTIONAL MATERIALS. A 700-FRAME LINEAR PROGRAM DESIGNED TO PROMOTE UNDERSTANDING OF PHYSICAL SCIENCE PRINCIPLES WAS ADMINISTERED TO 245 EIGHTH-GRADE STUDENTS. AN ANALYSIS OF COVARIANCE WAS USED TO STATISTICALLY EVALUATE SCORES FROM THREE FACTOR-PURE TESTS, WITH STANDARDIZED READING TEST SCORES BEING USED AS CONTROL VARIABLES. TWO TESTS, A SCIENCE VOCABULARY TEST AND A SEEING SCIENCE DEFICIENCIES TEST, WERE WITHIN THE "STRUCTURE OF INTELLECT" (SI) FRAMEWORK. THE THIRD TEST WAS A NONVERBAL SCIENCE PROBLEM-SOLVING TEST WHICH PRESENTED ALL VIOLATIONS OF SCIENTIFIC PRINCIPLES IN PICTURE FORM. IT WAS CONCLUDED THAT (1) CONTENT-ORIENTED FACTOR-PURE TESTS CAN BE DEVELOPED TO EFFECTIVELY MEASURE EFFECTS OF EDUCATIONAL EXPERIENCE, (2) ACTIVE PARTICIPATION IN EXPERIMENTS SUPPORTING SCIENTIFIC PRINCIPLES IS SUPERIOR FOR DEVELOPMENT OF AT LEAST ONE PHASE OF NONVERBAL PROBLEM-SOLVING ABILITY, AND (3) THE USE OF SUPPLEMENTARY ACTIVITIES ACCOMPANYING PROGRAMED LEARNING MATERIALS PROVIDED JUNIOR HIGH SCHOOL STUDENTS WITH AN EFFECTIVE LEARNING PROGRAM. (GD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC