Preservice teachers' acquisition and retention of integrated science process skills: A comparison of teacher‐directed and self‐instructional strategies
作者:
Barbara M. Strawitz,
Mark R. Malone,
期刊:
Journal of Research in Science Teaching
(WILEY Available online 1987)
卷期:
Volume 24,
issue 1
页码: 53-60
ISSN:0022-4308
年代: 1987
DOI:10.1002/tea.3660240106
出版商: Wiley Subscription Services, Inc., A Wiley Company
数据来源: WILEY
摘要:
AbstractThe purpose of this study was to compare the effects of two methods of instruction designed to teach preservice elementary teachers to acquire and retain integrated science process skills. In one section instruction was provided by the teacher, whereas in the other section, instruction was provided by written self‐paced self‐instructional materials. Results indicated that the self‐instructional method was significantly more effective than the teacher‐directed method. Both treatments produced long‐lasting retentio
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