Abstract
A science lesson taught to fourth-grade elementary disadvantaged pupils in Israel is described. The content of the lesson was the structure, shape, and size of yeast cells and the perceiving of yeast as a living organism. The object of the lesson was to demonstrate that these pupils, when they encounter a guided-inquiry method of instruction, are able to change from a subjective to an objective approach, that is pupils can develop logical thinking through observations and experiments. The paper describes the steps of the lesson and the structural analysis of the pupils' responses and behaviour. A model of instruction is suggested to increase the perceptive level of thinking in biology learning.
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