NotesFAQContact Us
Collection
Advanced
Search Tips
Showing all 5 results Save | Export
Psychological Implications of Discovery Learning in Science
Peer reviewed Peer reviewed
Kaufman, Barry A – Science Education, 1971
Describes five aspects of learning as applied to science instruction. Learning readiness, meaningfulness of material, activity and passivity, motivation, and transfer of training are presented in relation to psychological views stated by Ausubel, Bruner, Gagne, Hendrix, Karplus, Piaget, and Suchman. Views given by Gagne and Karplus are considered…
Descriptors: Discovery Learning, Discovery Processes, Inquiry, Learning
A Process Approach to Teaching Science
Peer reviewed Peer reviewed
Nay, Marshall A. – Science Education, 1971
Presents an inventory of processes of scientific inquiry and describes its use in curriculum development and instructional planning. (AL)
Descriptors: Curriculum Development, Discovery Processes, Instruction, Lesson Plans
Principles of Gestalt Psychology and Their Application to Teaching Junior High School Science
Peer reviewed Peer reviewed
Blosser, Patricia E. – Science Education, 1973
Discusses insightful learning, trace system,'' and laws of perception and Pragnanz in connection with problem solving and critical thinking in science teaching. Suggests 19 guidelines for sequencing curriculum and identifying activities for use in science classes. (CC)
Descriptors: Critical Thinking, Discovery Processes, Goal Orientation, Learning Theories
The Nature of Paradigmatic Shifts and the Goals of Science Education.
Peer reviewed Peer reviewed
Wagner, Paul A. – Science Education, 1983
Explains cognitive basis for change in science paradigms using Watson-Crick DNA model to illustrate concepts of "normal" versus "revolutionary" science. Examines these concepts in light of teacher preception of science, and discusses implications for the practice of science education. (JM)
Descriptors: Cognitive Processes, Convergent Thinking, Critical Thinking, Curriculum Development
Interaction Effect of Personality Characteristics, Classroom Climate, and Science Achievement.
Peer reviewed Peer reviewed
Haukoos, Gerry D.; Penick, John E. – Science Education, 1987
Reports on a study to determine the interaction effects of selected personality characteristics, science achievement, and two classroom climates, one which encouraged discovery learning and one that did not. Demonstrated that student achievement is influenced by dynamic interactions within classrooms. (TW)
Descriptors: Academic Achievement, Classroom Communication, College Science, Discovery Learning