A study in the evaluation of some junior school science programs

• Adrian Thomas ^[1]
  1. [1] University of Sheffield

     University of Sheffield

     Reino Unido

     
• Localización: Innovations in education and teaching international, ISSN 1470-3297, Vol. 7, Nº 3, 1970, págs. 206-227
• Idioma: inglés
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• Resumen

  • In a pilot research, a linear program on the topic “Electricity” was evaluated internally by the criteria of error rate, time taken and attitudes of learners. External evaluation was effected by comparison with test results from a matched group of junior school children taught the same syllabus in a conventional manner by a teacher.

    A much larger‐scale study followed. To the “Electricity” program was added a program on “Water.” Each one contained an ¦extended sequence of practical experiments employing performance materials worked by children in groups. Evaluation was then again effected by comparison with conventional teaching. Matched groups of children received either experimental (programmed) or control (conventional) teaching in each of three junior schools. Additionally, five other unmatched classes, in four other schools, acted as extra control groups.

    Results showed that in comparison with conventional teaching, the programs tended to save time and achieve at least equal, often superior, test gains. Positive correlation of attainment with I.Q. and with reading age occurred repeatedly for. both treatments but there was no general tendency for the correlations in control classes to be higher than those for the programmed groups. The inclusion of investigational practical work was a success within limitations dmplicit in the research design. Children's attitudes to the programmed and conventional lessons were generally favourable, but boys liked programmed science more than the girls did.