Teaching Self-Direction to Enhance Children's Thinking in Physical Science  

Oleh:

Mitchell, Sybill ; Navarro, Virginia ; Klein, Christine ; Hudgins, Bryce B. ; Riesenmy, Madonna R.

Jenis: Article from Journal - ilmiah internasional
Dalam koleksi: JER: Journal of Educational Research, The vol. 88 no. 01 (Sep. 1994), page 15-27.

Ketersediaan

Perpustakaan PKPM Nomor Panggil: J6 Non-tandon: 1 (dapat dipinjam: 0) Tandon: tidak ada

Lihat Detail Induk

Isi artikel

ABSTRACT Fifty middle-grade pupils conducted experiments on the effects of gravity, either as members of small groups who were taught skills of self-directed critical thinking (Experimental : E-l) or as members of a class taught by their regular teacher (Experimental 2; E-2). Sixteen other children served as controls (C), studying neither the science nor the thinking skills. Experimental 1 and Experimental 2 pupils scored significantly higher on a test of relevant science content than did the control children, but their achievement was not different from each other. When E-l, E-2, and C children were individually 'given new science problems to solve, E-1 pupils outperformed E-2 pupils and C pupils as predicted. Somewhat unexpectedly, E-2 children performed better 3n the new problems than did the uninstructed C pupils.

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