Effects of Traditional Lecture Versus Teacher-Constructed & Student-Constructed Self-Teaching Instructional Resources on Short-Term Science Achievement & Attitudes

Abstract

he National Science Education Standards (NSES) * outlined by the National Research Council (NRC) (1996) were designed to overhaul completely the educational system based on the belief that learning science required active student engagement. However, active was not operationally defined and, therefore, was open to different interpretations by teachers required to implement the new Standards. Therefore, we decided to compare the effects of three different instructional strategies perceived as requiring more or less active student engagement to determine whether they were equally effective for, or appreciated by, students.