A Study of the Relationship among Type and Quality of Implementation of Science Teaching Strategy, Student Formal Reasoning Ability, and Student Engagement.

Roadrangka, Vantipa; Yeany, Russell H.

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Peer reviewed

ERIC Number: EJ330370

Record Type: Journal

Publication Date: 1985

Pages: N/A

Abstractor: N/A

ISBN: N/A

ISSN: ISSN-0022-4308

EISSN: N/A

A Study of the Relationship among Type and Quality of Implementation of Science Teaching Strategy, Student Formal Reasoning Ability, and Student Engagement.

Roadrangka, Vantipa; Yeany, Russell H.

Journal of Research in Science Teaching, v22 n8 p743-60 Nov 1985

Data from 60 observations of 10 teachers and 10 each of their students showed that type/quality of teaching strategy predicted 37 percent of variance in engagement and that the more indirect the teaching strategy, the greater the students' involvement in learning tasks. Implications of these and other findings are discussed. (Author/JN)

Descriptors: Abstract Reasoning, Cognitive Development, Developmental Stages, Intermediate Grades, Science Education, Science Instruction, Secondary Education, Teaching Methods, Time on Task

Publication Type: Journal Articles; Reports - Research

Education Level: N/A

Audience: Researchers

Language: English

Sponsor: N/A

Authoring Institution: N/A

Grant or Contract Numbers: N/A