A Comparison of the Classroom Dynamics of a Problem-Solving and Traditional Laboratory Model of Instruction Using Path Analysis.

摘要: The classroom dynamics (class setting, lesson structure, student interactions, and behaviors) of a traditional laboratory problem-solving Search, Solve, Create, Share (SSCS) model instruction were compared using path analysis. Class setting was based on small-group/large-group settings. Lesson structure variables problem finding/refining, research designing, data collecting, analyzing, evaluating. student-student interactions variable determined by responding, initiating, (self-) interaction; while the teacher-student interaction initiating responding. dependent behavior consisted attending, following, soliciting, giving. A causal hypothesized for both instructional models independent variables. tested path-analysis procedures described Pedhazur (1982). adjusted coefficients with levels significance greater than p = 0.05. While descriptive indicated similarity in two models, analysis difference dynamics. In model, behaviors did not correlate to class or whereas SSCS correlated aspects interactions.