The purpose of this study is to examine whether the Grid Model practices affect students' motivation for self-regulation. In the study, quasi-experimental research design with pre-test/post-test control group was used. This study was conducted with a total of 74 students from 4th grade students in different primary schools in Amasya. Motivated…

This study describes a second-grade science curriculum designed to individualize student instruction (ISI-Science) so that students, regardless of initial science and literacy skills, gain science knowledge and reading skills. ISI-Science relies on the 5-E Learning Cycle as a framework and incorporates flexible, homogeneous, literacy skills-based…

Describes the main features of the personalized system of instruction (PSI) or Keller Plan, and outlines the advantages and disadvantages encountered in implementing this instructional format in a freshman non-major biology course. (JR)

Describes a self-paced geology course utilizing a diversity of instructional techniques, including maps, models, samples, audio-visual materials, and a locally developed laboratory manual. Mechanical features are laboratory exercises, followed by unit quizzes; quizzes are repeated until the desired level of competence is attained. (Author/JN)

Briefly reviews British science projects using independent learning, summarizes the Intermediate Science Curriculum Study (ISCS), and considers how far this project can be applied to British conditions. (JR)

Describes the use of personalized instruction in an introductory biology course for nonmajors at the University of Wisconsin-Superior. (CS)

Describes a rigorous, individualized science curriculum in an alternative program that gives students some choice of what to study and provides them with their own time frame in which to work. Discusses design and implementation, high standards for all, and benefits and bonuses. (JRH)

Describes an individualized general biology course, taught at Marymount College of Kansas, that encourages students to assume responsibilty for their own learning. (JR)

Reports on adverse side effects in an organic chemistry course taught by the Personalized System of Instruction (PSI). (SL)

Defines the meaning of individualization of a curriculum, and discusses the approach developed by the Intermediate Science Curriculum Study (ISCS) which allows for individualization on several different levels. ISCS is a three-year program in the physical, earth, and biological sciences designed for students in grades seven through nine. (JR)

Discusses the course content and instructional methods desirable in teaching modern physics in the secondary school. Argues that physics must be taught in a humanistic manner to replace the desiccated, technological, dehumanized, and generally irrelevant manner in which it has been commonly taught. (JR)

At Harvard, physics courses are divided into units that the students can master at their own pace and that offer more student-teacher contact and personal attention. (PG)

Techniques and instructional strategies for individualizing a high school chemical program are reviewed. (SK)