1992
DOI: 10.1002/tea.3660290605
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Science instruction for the mildly handicapped: Direct instruction versus discovery teaching

Abstract: The authors' purpose in this study was to compare the effectiveness of two instructional approaches on mildly handicapped and nonhandicapped students' science achievement. Students were assigned at random to one of two conditions: (a) direct instruction, and (b) discovery teaching. The content of the lessons remained constant across conditions and focused on such concepts as displacement, flotation, variable, controlled experimentation, and scientific prediction. The results show that students in both groups l… Show more

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Cited by 63 publications
(75 citation statements)
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“…The results of Bay et al (1992) do not reflect a higher gain in the discovery condition than the comparison condition using direct instruction on the post-test measure but does report a significant increase on generalization. For these reasons, no studies within this review indicate that science achievement, for students with disabilities, improves using inquiry-based instruction.…”
Section: Effectiveness Of Inquiry-based Instructionmentioning
confidence: 57%
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“…The results of Bay et al (1992) do not reflect a higher gain in the discovery condition than the comparison condition using direct instruction on the post-test measure but does report a significant increase on generalization. For these reasons, no studies within this review indicate that science achievement, for students with disabilities, improves using inquiry-based instruction.…”
Section: Effectiveness Of Inquiry-based Instructionmentioning
confidence: 57%
“…Additionally, one study piloted the Conservation of Matter Assessment (COMA), (Lynch et al, 2007). Only Bay et al (1992) used a performance-based assessment to measure generalization. Eleven studies using guided or supported inquiry-based instruction were reviewed for how science achievement was measured.…”
Section: Effectiveness Of Inquiry-based Instructionmentioning
confidence: 99%
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