What Are the Relative Effects of Reasoning Ability and Prior Knowledge on Biology Achievement in Expository and Inquiry Classes?.

Johnson, Margaret A.; Lawson, Anton E.

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Peer reviewed

ERIC Number: EJ558870

Record Type: CIJE

Publication Date: 1998

Pages: N/A

Abstractor: N/A

ISBN: N/A

ISSN: ISSN-0022-4308

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What Are the Relative Effects of Reasoning Ability and Prior Knowledge on Biology Achievement in Expository and Inquiry Classes?

Johnson, Margaret A.; Lawson, Anton E.

Journal of Research in Science Teaching, v35 n1 p89-103 Jan 1998

The purpose of this study was to determine if factors to predict success in college biology (i.e., prior knowledge of biology or reasoning ability) depend on the instructional method employed (i.e., expository or inquiry). Reasoning ability was found to account for a significant amount of variance in final examination scores, regardless of instructional method. (Author/DKM)

Descriptors: Academic Achievement, Biology, Cognitive Processes, Higher Education, Inquiry, Knowledge Level, Prior Learning, Science Education, Statistical Analysis, Success, Teaching Methods, Thinking Skills

Publication Type: Journal Articles; Reports - Research

Education Level: N/A

Audience: N/A

Language: English

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Authoring Institution: N/A

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