Gender, Achievement, and Perception Toward Science Activities
作者： Daniel P. Shepardson , Edward L. Pizzini
DOI: 10.1111/J.1949-8594.1994.TB15653.X
关键词: Psychology 、 Perception 、 Science education 、 Significant difference 、 Student perceptions 、 Mathematics education 、 Student achievement 、 Science instruction
摘要: The purpose of this study was to investigate the perception toward science activities and achievement boys girls in middle school life science. Student perceptions were measured three different instructional treatments: textbook-worksheet, traditional laboratory, Search, Solve, Create, Share (SSCS) problem solving. results indicate no significant difference student by gender or activities, gender. However, a (p<.05) obtained for activities. Follow-up comparisons suggested differences among SSCS solving laboratory textbook-worksheet with between
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