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J Res Sci Teaching2
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Citron, Irvin M.3
Barnes, Cyrus W.2
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The Search for More Effective Methods of Teaching High-School Biology to Slow Learners Through Interaction Analysis, Part II. The Effects of Various Constant Teaching Patterns
Citron, Irvin M.; Barnes, Cyrus W. – J Res Sci Teaching, 1970
Presents the procedures, results, and conclusions of a study designed to determine whether constant patterns of teaching of various kinds over an extended period could affect concept formation, problem solving, and total achievement of slow learners in a high school biology course. (LC)
Descriptors: Academic Achievement, Biology, Classroom Observation Techniques, Instruction
The Search for More Effective Methods of Teaching High School Biology to Slow Learners Through Interaction Analysis: An Investigation to Determine the Value of Interaction Analysis in the Adaptation of Biology Instruction to the Needs of Slow Learners at the Secondary School Level.
Citron, Irvin M. – 1969
This study extended over two academic years and involved six biology teachers and 199 students in nine slow-learner classes in four high schools. Classroom interaction was observed and recorded, then analyzed using the Flanders System of Interaction Analysis. Teachers were assigned specific roles of maintaining a definite interaction pattern or of…
Descriptors: Academic Achievement, Biology, Comparative Analysis, Concept Formation
The Search for More Effective Methods of Teaching High School Biology to Slow Learners Through Interaction Analysis, Part I. The Effects of Varying Teaching Patterns
Citron, Irvin M.; Barnes, Cyrus W. – J Res Sci Teaching, 1970
Presents the procedures, results, and conclusions of a study designed to determine which of several varying patterns of teaching was best for the achievement of the slow learner in a high school biology course (LC)
Descriptors: Academic Achievement, Biology, Classroom Observation Techniques, Instruction