Thesis (Ed.D.)--Boston University / PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you. / The Problem: The study was designed to determine whether or not fifth and sixth grade children achieve and retain both the factual materials and their applications better when a unit in electricity and magnetism is taught by the inductive method than when it is taught by the lecture-demonstration technique.
Conclusions: The results of this study suggest that with respect to the achievement of concept-understandings and their applications of the content of a unit in electricity and magnetism, the lecture-demonstration instructions are slightly superior to the inductive method procedure, particularly when girls are involved. For delayed retention, the type of instructional method employed makes very little difference. [TRUNCATED] / 2031-01-01
| Identifer | oai:union.ndltd.org:bu.edu/oai:open.bu.edu:2144/38003 |
| Date | January 1966 |
| Creators | Brudzynski, Alfred John |
| Publisher | Boston University |
| Source Sets | Boston University |
| Language | en_US |
| Detected Language | English |
| Type | Thesis/Dissertation |
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