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A Comparison of Concrete and Formal Science Instruction Upon Science Achievement and Reasoning Ability of Sixth Grade Students.

Peer reviewed

Saunders, Walter L.; Shepardson, Daniel – Journal of Research in Science Teaching, 1987

Reports on a study designed to examine the effect of concrete and formal instruction upon reasoning and science achievement of sixth grade students. Results indicated that the concrete instruction group had significantly higher levels of performance in science achievement and cognitive development and that males outperformed females. (TW)

Descriptors: Academic Achievement, Cognitive Development, Cognitive Structures, Educational Strategies