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The Influence of Activity-Based Elementary Science Programs on Classroom Practices: A Quantitative Synthesis.
Peer reviewed Peer reviewed
Bredderman, Ted – Journal of Research in Science Teaching, 1984
Results of 11 studies of classroom practices used with activity-based elementary science programs were combined quantitatively using a composite category system. One finding reported is that teachers trained in program use spent less time talking and more on activities than untrained teachers using the programs. (Author/JM)
Descriptors: Classroom Techniques, Elementary Education, Elementary School Science, Interaction
An Implementation Study: An Analysis of Elementary Students' and Teachers' Attitudes toward Science in Process-Approach vs. Traditional Science Classes.
Peer reviewed Peer reviewed
Kyle, William C., Jr.; And Others – Journal of Research in Science Teaching, 1988
Reports on a study conducted in the Richardson Independent School District (Texas) which was designed to assess the attitudes toward science of students and teachers who have been involved with the Science Curriculum Improvement Study (SCIS) compared to non-SCIS students and teachers. (TW)
Descriptors: Elementary Education, Elementary School Science, Experiential Learning, Inquiry