Peer reviewedERIC Number: EJ288632
Record Type: Journal
Publication Date: 1983
Pages: N/A
Abstractor: N/A
ISBN: N/A
ISSN: ISSN-0022-4308
EISSN: N/A
Available Date: N/A
The Comparative Effects of Teacher-Demonstration and Self-Paced Instruction on Concept Acquisition and Problem-Solving Skills of College Level Chemistry Students.
Eniaiyeju, Paul A.
Journal of Research in Science Teaching, v20 n8 p795-801 Nov 1983
Compared effectiveness of teacher-demonstration and self-paced modes of teaching concepts and problem-solving skills in college chemistry. Results showed the self-paced mode significantly more effective for teaching concepts and problem-solving skills. Results of an attitude test also showed that most students (N=60) preferred the self-paced instruction to the teacher-demonstration method. (Author/JN)
Descriptors: Chemistry, College Science, Concept Formation, Concept Teaching, Conventional Instruction, Demonstrations (Educational), Higher Education, Individualized Instruction, Pacing, Problem Solving, Science Education, Science Instruction, Scientific Concepts, Student Attitudes, Teaching Methods
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
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Author Affiliations: N/A
