Abstract

The author deals with one aspect of the methodological contrast between open ended discovery teaching and the direct instructional sequence used by the expository teacher; namely the prevailing style of verbal interaction between teacher and students. Among other factors which the results of research have indicated may be important in determining student achievement in science are: (i) teacher's qualifications and years of teaching experience; (ii) students' intellectual style as measured by IQ scores; (iii) social status of students; (iv) type of school and the area it serves; (v) number of students in class; (vi) level of provision of apparatus, textbooks etc; (vii) time allocated to science.

Talk to us

Join us for a 30 min session where you can share your feedback and ask us any queries you have

Schedule a call

Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.