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Reproduction in full'Ofinpart of this filmIs gov- erned-bytheCanadianCopyrightAct;R$.C.1970, c.C·30.Pleaseread th,"authorilationforms which accompanythis thesis,,

THIS O'ISSERTATION' HA SBEEN MICROFILMED

EXA CTLY e-S RECEIVED

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.La,~ualitecfe"'cette,microfiche'd~~nd ' grande~~t^de Isquali~de.IettM1!se seumise au'micro lilmage.Nous' .avons toutfait pour essorerune qualite$u~rieure

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'''< L~iHESE

^AETE.

MICROFILMEETELLEOUE' NOUS'l'AVON SRECVE

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rutE.FFECT0t:~TF.A CtlF.~cos-not.trpO ~1 ~Ttlf}F. I>J T·.PERCF,PT[Of-1

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"'_~.,-.... __....,.~AThe si s silhmittetf in'r>III."'ttll l'flllflllment·o Ethe

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men tsfor thedejrre e of.x-rseerof F.rluc .at lo n.

ree u tre-

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se,

John 's

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'F''I.c ',l tYnf F:dllClltInn ..n~flartJ'le~t·ofC' J rTtcu lu..Il~~Ins tr uc tion

."'lell'l(l r l"luntv ers ttv ofL'-!e \o;folind l.'l nd'.

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~ewfounrllan d 1"'.

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ARSTRACT

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. This sbidV:

wh~Ch'_

^{1oI'1S'::I ""1"t'}

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i.·~TP,JT

^r" "''''1''c h ..rrroje ct ,lIt;te~"tlt::llto >1s cert 'lfii- wh",thPTv~ rl",t)~l'! s Slltl-o. ~ !1

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. ~~:- l·.~~~ ,,(I~~~~\.,:,~rl s~~;~~~~T . "~rrC;~~I';"SC'\"J~.:';:~l ~st~~~

"'~:~:,t.:::"~~n"~l · w" ^{· lIvl,'. ,} I"t~( ;~n ' ",. ,"" • •,:.

~~~~lIt~e4 t~:~hec;;t~~~e~ne~t 10,,'"', ttTe~1fnhr:~ c..°r';,':..rr~~· ·n: Vl"'_:~~~'

"mater-t ats hn"d,t r~l\ tm~nt-rHffe-cl'!nces for ' 'neri n'l ~rnn"!

«eatc, 'f t el."-comflle t l on of trll.l nln~,.th p.sf' tP"l~h.eTs ,. .. - nl.ace drep.; l lLu c.L es srranm tea c t-er s -l ' lrln p, sct enec-..:·'o1l5 S e S _,fOT"", perio d , of eIJ>;ht P!"n"weeks . Tn,..teacue rs"lll"'''' r,~n<: p·,_tn treatment. WASmonttored Ilsfm~ ,vl,rlf:' ()t.1r><:"T(' c oplr>T S.10'\ '1 modifi.,e rl'ver'sian (If the llell"lcl<~vste'llCR~ll ~cl.:··e t·'11..,

lllJ'H,.. . ' ~

.'~':--'- "

Th e samnte· C~r'l,S l stp..d 'of eleve... p.;',, 'le !ll '(.r.ll\!li"l"s chosen from hl'lth.·\Irhlln''1n''!rnT"l'\r ~1\~'wi thin tJ,p AV'ltnn

~~~:Q~"A~:;J.I.::.b~~h~~~e .~~~~ ~'l'Tl~~~~~'~~!tllr':,~: 't~~~t:~~~~:~~

^.

StllQent s' "cTcet<t:fon~ ~er~ ·i't"'...st1rf!d....'II" ~· "'.."~,... fl in te rview.fo r lllcQ"sistln~ of twent v'::[1vp ''''l~

..

^tf')''$.'Ie-

vh e.o r"r thl $stud y"~f.1l1::ht.!'>t.mlen t s (rQIIIp" c"' cl"ls~ver-e chose n 'It rlllnd" m, ",Irh(lu t rel'll." c e nP nt , I\l'letr...tcrvi...p.l.",t

four·,.j f.(f e re n tti me s .:. . .

.

.

^{. '. "}

.Infornla tloti on' r'l\1ni1..·ChJtT"c terl stlcs ,1Ich.1\1< tn, ext.r..ive r s ion , domi mll'lce .·'Indo'self-co nc e l"lt''''.lS f")ht"lnc'\

. th ro'IAhou t.thf!C~\Irll p.of th e st.,etv \ -'; '.. ' . .

. /'.Res\Ji~s~~o",ed thlit t'ell.cJ, eT.s'~dh>:'red [0 th o;> tre'l·I:- •, ./ eencs ,"I\lthOll~h not.tothe extent th"t~.. d hp.l"n !"l".,np.r1•• .

~

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~nt~~fa-:t't~~'i e ~;:~::~s s~~ir1:~~H 1~~Sr c:~t~~~~~ n~(t~~~~:r~t;~ ,' .: ' .

such asl.self-concellt-,-:ex t rllve~sl nn;' ·d"lIl(n '\ ,,~-Wl!~r-- ~. --.

Sc a t t ered f'lclde"ts.o f sl,gntf i.<:"-~c e fn,H c .,te -;ltn'\tther-e ' WASsom e ,I1;ener" l tncerectr.cnbetwee n·te'lCh p.r 5 " tt;p.'1tllle...ts

"a nd stude n t pee capttnns..'Howe ver , It,wlls lm!"lo~sible to

dts t l.n p,ulshtlI1Yr>J'lrtl~ulJ'lr.p'ltteTn'. ,..,'

.-'GEm e r '\llv . st\l den t oe r Cen t:l o ns.'we'r'(! 1'Ilmt ll'l ,-:ito"tlios'"

expec t ed,of stude nts in 1'1nl p,h.t e llcn e r: cnntrnll;p.d cts s s-, roOlTl ·"env ir on me nt . . .1thou~h"thet-ew" s,"I slt r.h t.l n <H c lI.tlo n

thOltth is'W,\ 5.he y,lnryln ,l1; to.ch"'n 2 e hv th e endof thestu'l y;.

.,J.

i . ·

:';: :

Aoimowh',em,o,",

~

This arudv W1S'c arr ted nut <'!!i pllreo fIt prk.1ec,tof The

~~~,~~~~~e 1J!1{~;

^rs1

~~t1~a/i~~~ i 011~~~:~~~C~unJ~~ :.~~vetlh;m~~~~

ject- N~S rece t.ved^vfr-om-e...na d<l·-Cuund1."Ihrs-Rut h or wished to:R.cJ<,,()\oo'lp.~r,ewt th g r-atefnL thanksthe,T'J llt i enc eR.n d contin- 11,,1 r.uirlhnce··of Dr. Il.K•.Cr ocke r, the dt.r-ecee r- of the proje ct , R.ml1)r.'R;P ..Amar-La ,his , ASsoc 1.:lte • .

Than k s lire-.'li st) ext en d ed:to

Or.,

Glen' C'ta r ke , the s is supervtsoe, .toe hi s he l pRnd,mnrll l !j,llpI)ort throui!:h"out the

;;tU( (v. . .

. T'je 1\1ltho r" ,i!s hes,tor:h,,~khi.s pa r-ent sfo r theLr L'l.i tlj .

:,~~ 'l~t:ve~h.rollP,ho\l t th~ ~~!! r s..~'!l V the~ he.:re~"" rr:led,her e

"1.":1

I'de dica t e th"ls chests to mv Iten c e e ,.jt a ure e n m~lte;^••~

;~~d;~Hheen,'th'7.tos o trat too t11'IVenee~~d'to .'eo~nleteth l s

Fi~l{llv.

^'the

a'lth~~'

^wlshe,sto

~{ '~he st~fi

^of

^Probe.

PubIt.s hers Inc. fo r their cceoecent:tYDl n~ of t he.manu-

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.'.... ·4:" .,EXPERIMEnTAL-RESULTS

( 'a. ' tmp1e~'ent~tlCln.of the~trell,tment5

'53 .:.

Anlllf sl s. • . .') 55

[nte;rest S5

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Dependen c y : .. . . h4

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Sel f -concept . s e l f-esl:eell And st u d ent 65

Int ee-a ettcn" '~ .

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~::~~ .~~.~:~~: t.ion . " ,' .: .~~

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i ^{i -- . . ' " ~IST 'OF}

^TARCP.S

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",-- 1\ THE PR,OIlI..F'2"l ~.

• ' . . Iritroduc"00. ---. - -

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Cllls sro o'm contro lAnd proc ess le ll rntntl.

.e. • ~~~~~:~_n~O~i_i~~e'1~~n~~~~ent

^{ner centto n}

. ' . ~e ",sureme.ntof st lld entner-cep tIons

- Defi nit i o ns. ~ ' . ..

, .;Sh:n H icltnce of the study

2: R~TF;nLtTEll."'TUR'5:

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.SI'~l\rV'o f ' findi nr.,s- :Cone lust~d !\.

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TA'l,ES

S\ H1'lll'lllry.of ve t-La bl.es,11'Sli'ri in dt :f erent i llt{fir.I"xperi:menta l."trellt ment s

·2 Sllmmll'rvnfO bj ectt v e,!'l'jand act iv J t l es

;"lo r th~,~Toce ss,,, f m...",SlI remlln t · .

Su rnm llr "';'..of oh jectlv esl1\_{mlaettvttte s} for rhetpr oce ssof cont r-oLltng-v-u-tab Ie s ,~'. S\1mrnllr\"~f?bJectl v e sJfor'che

pr-ocess o~lnternret:ir~dfltil

Ex-netlme'n~'lll^{rlell l p;n}

J

~om~",:r~son :\of 'h~hllv~o!rs

^{inhlp. h}

.and10'1'1 cont r o l,tt-eat.mentis' , , , :-,-

'7";30'S\l~mllr y

^of

C~,f.-S'1ll~'~~

^{'test s:l qr}

prtpf.Lr-e snene es to,'tnrervrell', quc s tr.o nsfor ,oundsinnet.G~OiH' 31/Summ 'l.r y ofcht";:;!l\1""r~testsfor

pu pil responses\tn thpi'r)t ...rvie\~

~;'~:n~~ ~~~~rf~'~n~~~~~~P,~g~9~~s Ed\lr

I. • I

JR.

45

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?,here'ha sh~..eri'ama r ked fervort(l rec: n tY,e llrs to,emph a- ,.s l:>:e.the'importan c e cf.teac~nli:,',t he:"Proc e s s e s'~ofscience·...

tn

elementl'i~y schoo'is,These,pro,ces.ses are.ou tUrie d by'the,

c~~mlssion

^'on SCie nce:Educ a tionof the'Amer ican

A~sochtion

. ., ,.' , , '~, , ' '. . 'j - ,. .

fO,r.t.t1e A~yanc,~ment of ~cte~,~e (1965),il S,:.t,wo/,P;'r OllP S,.of

skills: Thebasic:..sktlls stated a re :....(llohs.e;rv ing; tziccm-

mllriicaH~g " ( l)pr~~lct inli: (4 )m~asurtn~ " ( Sltnf:~tl~P;

:( 6'lu s tn!i:

. . ' . " . ;;", i

.~

space -time re lat ion~h ips (1)tlsin g ma t he mat !cill rel at ions .(8 )c lasaifyin~•.The-,inte l2:.rat e d skills stated are':;tijcon-

tr~llln.': vari~ble~ .

^{-. .(}21ex peri ment^'

i~~

^{3

'f~;mUlatin!!;

^{..hypoz h-}

eses{Allnte-r pr e tiT\A:.da ta (5)f c:irmulll tin"~ m ode h:(6)d e fin inli:

~ope't"at'iona'llY.

^The'

s~bdivision

^'of

, the'se ~k'ill~"

^{t s.baaed on}

.supposed leve ls of complex ity. I t is felt that·the"in t e -"

\\grated sk.i lts: ' re~llire :,...(~.)the_s'tud,el1ts",. Il~itit' y to.'-nantp-'"

\ul llte se v ;la,lof the basicak1l1.s' at'on~,time, an d'( Z) the

"us e of'abstrll~e t~inklnp,.',perh~'Ds s~ude.nts ~t ^{the low er}

t.e v els in oured~cat i onal.sy s r:'em ne~d mor e'oppci-t untt Ies to

~eve loptheir,cogn itive stru"ctu r es.to tl).,epointwhere they can satisfa c tori'l y i nteg ra te theorie s .-ccnc e pt;s an d ~t he r abs c re eu.e et eec re t cco nt ent int o their struct ur e of think-

~;

In g, Dev e loper s con j ectu r e that students mtght; utili z e a

• " 0

, " . 00• •

o . .. ". ~~O"~"o:oo : ' • ..• . ~ ~ . •. O~ . " _ .

tate scien t.ific.S,k~llS'an,d,at'the.s.? me t.1.meobt ain.sllffic-' ie~ tccncreeeex p eriencesth r-o ught.he,nantplli a t t onof mllter'7'

," " ",

-

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ials us ed in pu rsu i t .of the afor em en t i on ed sktlIs ,,I t is

hope d/that;

.~~th'

^such

^.i stro;'~Sclenttfic- found~tion ~n

^{th e}

'. ! .' '. ", " " ',.' ':

~asi,s..a st:udent:.:can o bj e c t ive lv and,-Cdt lc "lllY,a~nr6acti:

andassim,il a t.emore'sensor y'stimul i frombt s-erivtecn me ntv• Prev i ou s

..

to the

'.

advent. of proc es s. , o.r-I en tfe d currtcul u m such

a~ , , "A~AS

^_,

Scl~nce:

^A

p:ro~'es s AnDroa~I"j'· . \ ~a."v

^people

:r.gu: dlor'an " "" " oriented

""?" ""?"

^{Th i s was}

'proba~~y an offs hoo t of ~he hys t er i a',ar i~in~ .c u t ?~

Sput ni k. Sc h wab (19fi9)_. 'voi c e d'

,

the-,sen timen t s of somewhen ~ he potnte d out'.c be...gr e at lo s s'o f c~eativi t v in.ec Ience, Schwa b not. e d the abund ance ef st.·a bl e sdi:!:nc e (~research re l a t.ed,to t.~eo~i es an d id eas,al"r:ea dy a':'aUablel in Nor th Amer ica and the ,appar ent La ck'of' fluid science ,( d eall.n~

wi th_" "t he_{. '} deve'l op men t_{Q '} of new ideas)_, ._,'He attrt buted.._{' .}this'_•

~'O~'

theLackof''i nqu i ryorie nt ed scte ncenrca rans, Schwa h~ing-

I ' ' " ' .'

led outthe need to spend. mo re time decidingho w fact'sve r-e-:

l'!rrived 'at , thus eettt ngrhe gr ound wor k

f~r fl;li~

in'qu{ry·-.·

, ' . . '

At firs t th e impetus Wll.~·.cc remov e'roce memar i2a t i on of facts an d.

~t stud~~:ts involv~d

^{in f1}nd in fl; thi nfl;sau't '

.

^{" "}

.

for themsel'lfe s.The'st ude nt wa sthou~h t ofas anae oren t rc e

" .', ' '.. , ' .

scie n tist. Howev e ,itwas:soonrea li zed tha t;manyst udent s dldn't -xeve".the ba s i c s:kil ls"eluctdated.by -vscrence

>.

^A

Proce ss Appro h'" wh :i:ch ar e nece ssa r y .for an ope n-ended.

.

^{, . . , .}

,

inqui.ry prog''m.,Thi~ Led to proc_essor~ted c'u rricll i a

such,as"~AAA~-Science:AProces~ Aporo~ chn.

Curr icula ,s uch ~'S~i~_ ^{- A Proc e s s} Appt oacll"

altcwe cl the

' j ' ,_

^{lo•• " . scepw fsefashton, each}

. f dth~ :~k.ll.l S .

^{ha ste .' , "}

i--,~fI11tt".il1~

^{sctenrt stv-Inl1tiiry}

,focused ontechn iq uerat her cbanconc cnt. A Proces sorient -

;. ,

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. ,

.

ed cu r .r i cul lJm.has the intent'/bE t,ef\chiri~th~ studentho wto' .'inq111're.Thi s'was done

in

";S~ i ence_ A'Process Ap ll r ollch,,'by

"", ". _'" , " ,I ~:" .., •

I\sktng_st uderats to'.car r y Oll~t-an,liet:ivt't v '1nIl. pr escribed fashi o n . P,~ c h activl tv h;j s'~ s-its aim'the dave Lopeant; ,o f8, specif ied 51<111or skl lls...At the endof the'course . the studen t; ~holl'ld~av-e.aU-;;he'sktLlsneceg s.q ~~'t o'" tndulg e,in theflui dinllui r ywhichJ.J.Sch wanaLuct dauadueon.

Cla s s'r o'omcont'rot a'ndnr-o ce asle llrnin'R

.A S 6U1lli':, ~ that apr ocess orlentredcu r r~culu.mhas-heen.

ins tii:.~ted, ther~ is nowthe ques.eLoniof howthesc ience.

"'Ac tlviti escont~ipecl."'(th.l~·the currtctllumshoul dhe sc ruc-

.t ured In ord er.t o· hest; '.facllitat,e Learnf.ng, F~rexat:'lDle;

shoul d stooe:nts,be told sten..hv st'ep wha t.t~ do,in an acttvttv (l.e./Hi.p,h Con troll'or sh6ul~ th'eY'he RiVjO ,the

~Ateri~~s l . a/~rohlem

^{to solve:and}

t:he~ " ~llowed

^{to fLgure}

.therestOl~t forth emselves(tce,towControl)?,~ Hu nt ( PHD' llt"~lIe d tha~ it~i's imp or t a:nt to ma tch teach ing'sc v t.e to,pupiL-char nctertscIcs, Hunt sai.d'th a ta

st\lde~t's . ~ncePtual

^{lev e l:}

h~'s '. ~~ matc~"

^the'.·te ac her 's

r it: .n

~ruct~:ed t~achin~ ,··~.tvl~

••

S~udents

at

th~

hl r,he.r suppos edlydo bett er',in'an'environ- tea cher cont r o l.Us ingHu nt's a rgueent;^'it

- ii

s-,

,m i ~h tbe _conclu~ed.r:ha,tpr oces~

. ,

le~'!'niri .l!:,~n the'e l~~ ntl;l ry ge-adeswould'proceed .better wit h "ii'hightl!~chl!r'co~,trol led.

. '

^,- - , ,

..

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-cte s s,Is ~nc e.•fIIOSt:'s tuaent'~-e.r e not att~e.hi~h~r.c Ori,C,~~tual

Lewe Ls , ~

, ,

. '", , ' ~ ' / : , " ,

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i" .'

>:-" .J, ".•-'~f'u'rrhertn~ ~he.~men;,,t h at ' there"ts,,al\. :l~mport ant

'_~el at10nShlP be twe~ ~stude:n.t

^lea rn tTl.!!:_' and

teac~ln~

^mode,

Crumb'(i966 ldid a~tudyobservi,ya.ll:,tellc hln.l!: met hod s,'eace e- fals.us ed and

·:oth.e~ . '_f~c t~r~

.cendi n .'!:ee .

d[ffere~ti~ te

eLas sesv- C~.u';'b"si:a.ted- :that Rain"inu';'derstandln~ s~fe~ce-"

dependedupon,"the.te a cher '.xe gard Le ss'o f.materials used;.jn referenc e to th e:teach~r.. ·Morrison.(19 7 4 ) argued' , . tha t . there', we r e thre e:,impor ta nt-dtmenstcns

o , f

tea che r"le~dersh i p

" be~a~i~r: _ c~ntrol,, _ te8c~~,r ' 't~rmt:h" lI~d_ ,tea~h~,r e,n~,~I:si~~m '

or' ~ctivityle v el.Of,'t he s e ; Mor ri son e"ph as i;;e d the ,.con_

,'" ," ,

, ",

.

t-to 1 facto~lind tri ed to'ext endFl~nd er!~.(l ? fi ~!cc:>ncep t of control.-Mor~ Lsonalsopoin ted out that: furt:heri nvest l ~.;.

atioriinto teacj-rer contro l wasnecessary.' (

Teache~ c~n~ro_~ :acr-st:ude~tpe.rcep t: ton- .'

There tias been very'~Htle study'dprle ~once·rni.nR t he

" , .

~8~ s~udents pe rcei ve them s el ve s sncf,others in'the"ctee e- roorn,'Pe rha psthest u de nt was th o uRht to be" too,flckl~'~ii'l" . 'hi s at~ii:,u1~

, or

pee-haps·h't s~iew'swere.:o~.,lUn eeense-.

,quenceas tong,as the behav i or al,ob,je c tlll.ves ofthecur~i,':"

.·'f?lu m wer e

~et .

^In

'e i't:h~r

^case"

th'~re

^{1s a rreedto} look'"'a t s_tudent,p,erc~Pt~i:msarid,to' ascer,:aJn whet he r or n~tth~t '

~n..be'alt e r ed bythe'~xtent ~(teacher'classr?o~contro l.

Lawre n z,(1977) car rie d out a ~tu~·y ln~oivlng

.~ ^.

..,

....

·.c\

re !le 8r c n

,:''.;P~n.t<:k^•.'.Kro~,koveT:1 aT~d:Malcci l m••<s.~.;m'·^to.sl:lo.wa~o~n~'ction^';

1 . .be:~~e~" ,);ra;sr6~in . ;r;vhori~e~t .

^stUdents' 'Perc e P t i o n s:,of, ...

.

~~~e~SE!'LVeSllnd

^{ot'hers and}

ti1:~ 'p~rformanc:

^{"le-te l 'o f}

-;,th~

',;~ud~n ts.· - :", - ", "' ,' '.... .

.;~

^.'

.Shyinans~y

^and.

' ,p~ni~.k'

^{(19 77),.}

~uagest~d · i~

^{th.eJ·r study}

.Bhat'certain self-perc:::eption.s---lIlay,not fa <:.i l1ta.t e maximum

~':

^1/

rnl~g-" f~pm' . , sd~n~e' : ' ~ct~v~J: ies

^whtch

~aPitan~e·· ~n '

:

:'~r ~biE;m-sOl~i~~:·s·~~U~~ib~~ ;. :he~: ~~~C~Ud:~;. ^{; that.}

^it

-Woui~rbe ^',<

,~u~'te~d,vanta~e~u~t~.oblerve,s5pdent·,pe~c~~~i~n5._ , . , ", ~rockove r lind Mal-tiblm (1977) observed tnat·,the

"...)'~c~e nce'.\Ctl~..rrculum-[mproveme~t~'Study " wa's condoct ve t~'

se1f~~6ncept' develop m;n t.. Th.f!" st udy·,th e y car-r-t.ed..e u t;

\nv"~'iV~d .• ..

^"

18;'

⁾

'5:i:I~ject~ in<e{g~t

^{" . '}

, ~la;5es ..

^{''rang i}

. . . .

^ng

^£i6m'·

.^{gr ades}.. '

3.l - ) :':.~h~^.~~Ubj':~ t5,~;d,~Q pr~~ib!l.~ in,S ~~l:1et:ton

.1"

~nyo~

'the'mode r nelemen ta ry.sc fense pa og r-aras, Over a peri od of

'~~ut "'~~d. " O'M~h~lf " lllOn~hs

^{th e}

<;;.ex,per1;.en~al ~lo~p~

^were

ta~Rht

^,8

s~ierll:;e "u".s,tJll~

^SCIS

'wh~le '

^{the con tro l grou ps'}

~sed t~'i~>f:a'me ,

^{sc hn,ce.}

t~x'tb~ok progr~~:,' ~~H~conc~'Pt

devekop-",

wa~,\e.u~'red b~fore' f' . .

and

. .

.afte r the'

treatmen'~ ,. . '

by

.

admi n...

/, ,

_ l'

~~~~f ~ All' ~tu~~nts

^{int h.e}

:ci~sse_s

^were

,a'ddl,iniste~

^...

'·ed,th e,'"Le a r n ing Env ironme nt.In ve n t or-y",( LEI1 at, different

' " .'-, '.';" : " , -. ,' , ' .." , ' ,!

, ti'm~s hr ou.Il:hout a echoo l, yee r ,.From the , study Lawren z

. :

~ '~o~i1d h~~~ ~,t~den_~ 'p~rcePtion's

^of

the _~0~1~1" e~.vl

^j-cnment;of:

, , • , " ' , .r~ .

.uh e.c I a s arcom mi~ht.be',a n im~ortant,v a r.ia b \e, c o n tri b u t l n p;

to'

e~C6.tional'

.•'outc Onfe s

a~4'

^{"t h a t,}

at~ain~en~, ' ji s, ~P~Cif1c ' txp.< ,~f, en~ir~nment' ,m,i'~he: itse1f b'~1.l prima~y

^educet;-

l.go·al.~

,('.~.

istering the Pie r s - Ha rris'Scal e (PHS). Resultl1 ob ta'ine'd

.

^~.

. " " ", ' ' , '

indicated th a t th~.ScI S pro g ramhe Lpe d't o c-re a c e a clas..~ -

. "

..

^' . " .. ~

.

'r o om envi ron ment wh.ich impr o ve d the se l f - conc ept :'o f s'tllden~s : Th e y' fe.commended: t~'at "addttLon al, stud,ies b~

ccn duc t.e d.at all'.grade le v els to.f u r the r ascertain therole - of moder-n scien!:e,pro~r-ams' i,n the child 's.ee Lfc-co rtce pt;

de.ve 1bpment.

'.retac::i

:~::~l:~ ~:;~:on:elpite,

^{(: : :::'}

~:u;~erSev~::doi:~1i::~a::~:

^.

"

n« e ajed',e ve,I.S,

Of~' p,erf~;mance, a~d

aChi e v eme,n t

arisin,~ o~t

of,th~proved,s e l,f.,.imageof t~e ^student.'Uthe deg r-ee of

~lassroom'con~rol.a ff e cts stu'dentper.cept ions and, if percep- -cLc n s S~Ch R.s·s~If-i ma ~ affect,th,!!'st ud e nt's,performa nce level;'t h en'an',important re1 3 t i o rishi p does exist betwe,e n

. ,I · " ' , '

the cla.ssroo m.en v*ron ment an d the s t.ud enrts percepti ons

.

^"

.

wi thin the confine s of that en v i r o nment. It is to,'t h is

,\>', " •

rf1'l ~t'iOf!.sh iPthatthe fol1owin~ thes i s,is.oriente d.

,<

Stat e mentof the pr o b l em

For rjae.pur9o s e , of ~his-stud...,'te a cher cl assroom.co n-.'.

tro l

hal.

^{'.b e !'!n} diVided i~.to'two su~~,H s.ion~s , high C"o n t y o l' nie) a~dlow'cont rol (LeI. In a high ly.c e ache-r,c on t ro lled.

class,'

a

lar ge.de gr e eof'st~ucturi nggoes on,'Stud'e n ts',are given the:~ s ~ i g~men.t.the,',~8; i:e~iY0he.^{exac t}-pro'cedu re to follow, gui ? ance'alon~ the"way ~nd.eonscanc reLnfor ce ment 'f rom'_, the

tea~her:'

_{" .} ^{On the}_,"^{)otherh8;nd·. a}_,I ^'low

te ach~r cont~ol-

.led..class (LCl wou lfl..11150 obtatn;the as si gn ment ~~d the

~ ;" , " . ,

materials.-cHowev e r , this is all the t.1 0 teachinp: styles I

.~

I

1- , I

,' .

L',

7.

hav~'in"common. ,I n th e (Le),envi ron men t th~.s~\Jdentmus'c'

seek'his own,pr~~edure 'llnd d.ectd~ for hi~self'whe th er or not,'the f'indbOp;s are cor rec t."Each of 't.h eaevaubdLvLaLorrs nc&He) are,oucI,t oedin fullde t a U'.i n Chapte,r 3.

There'haveheen a number of,studies.done on clas"S room"

cont ro l. Thi s stud y , although hopingto expand some w hat~~~n

.... .

\ . -.-

the idea .~ f classroom control,"doesftot:~\Il.ve ~hisas,its majo r e~phasis.,The researCher. 1s more int~~ested in wha~' effect He and I.e classroomenviron ments w~ld hav e upon

'.

" .

stude nt,p e r c e pt i o n s , Thus"arises ~he. que s ti on of wh~ t ^is meant by.stud e nt"p e r c epk Lon , .

Data' on'th e overall .area of s rudenc perc,epelon'is scanty. It.l s therefore difficultto give,It concis edesc rto-.:

't i o'nof the',term. For this re a son , the fol lowin.'!; di s eu s s i on

is ra t.h e r gene t-aLtzed , To,he~in~ith,.It stude nt's,int.erest.

.Tn a sct"ence ·a ct.t"v l t y ls' of'prime importance:

A s

^{a -ee-,}

sear-c he r, the r e f o r e , it ,wo uld be henefici a l to as ce rr e rn

wh'C~~r"

^{or.not st;·udeht.s}

" perce ive~ · t.he ~r , s~c1ence ~c t. tv'it.ies

asbeLn gint.er e sttn g . --~ .

An

educli t.o~ h8-:",II.ce rjia tn-int~nt'tnteachInga le s s o n . For examp le , ','Science _ APro c e s s Approach'" emp ha s i z e s,t.h e .'deve lopme nt of t;he processes of,scien ce. The que s cIcn is:

do ~t.ude·nt.sperc eive_thein't e nt of;the act i vi tyin thesame lightliS t.het.eache r an d cu rric u lu m de s i !!;ner?

Anot. her are a' 'o f"st.ud e n t .peece prtcn' is"seLf c-concepti;"

How does..th~ stud en t. perc e i v e him s elf.in ~onnect ion wi t h : th e teach e r,_oth e r'scudent s,··h 1s.."c~t.dee je,ambitio~s.~nd

~hi lit. yto do th e work 8SSill:n eir Doe s',t.h ech ild,see'hi~se.l~

:..

"

I

"I

L

" _{~ co}

~

as.more •. less'or equaL in importance":.to

th'~':~<;herJa~ 'R

f~llO~' S~ Ud~nts d~~1n~ _ 'S~l~n~e. ~C.t~Vitie_~.?

^'.

~oes

^hOe'

~~~: ~

^,

his exi stenc e'as ~aving any rel ev a n c e towh a t ts.~o l ng arou nd ' him ?

A

m~ .\?r

^area.of 50ncern is,'the s t.udent;Is'perception

~f

th e "a t mo s'ph e re of'~he''s ci e n c e~ctlvitie·s. Does t>he sc udcnt;

~he:teacher'asbe i n g aut ho rita rilln?Does he'feel peea -.,

sur e fr~m-che "~her and/o:r' his peers to..perform? Whllt.

does,h e'ex pe c t ofothersand what does:he pen;,:elve"as 'b e i n g

their

exp~ctati6ns,

^{of hi m'?}

What -

is t.he.

m~od '

^{o f che class?}

. ' 0""

DOes tihe student find i t easy to .rel a t e to what; he_~~

Ido ing ? noes he feel that

' th~re i~

suf fLc Lerit;

op~ort~lnltY t,:

.utilize hi s'c u rio s ity ? How does he "oerce Ive the research personnel, tfieteacherand the other students?

Th e are a

of ·.,~tudent percePti~n ' ~n

^{the classroom is}

~-"--veryI,; i d e. Infact.

it,

1s"too'widetP.encomp ass as a w~o'l e

in tlyl.s study."T'he.re searcncr thus found.it ne c e s s ar y to :

li~(i'himse lf

^{to's e ver al'}asp'e c t s o f,t he

s~:udent

^{percen tL on}

question •.

i~

^{ch ap te r .2 t}h e r e will he'

f~ rther disc~~s ion

^.lts)

-rc the s pec Lffc-per cept t ons chose.hand"an in-depthlo~'at each of them.

Measu r emen t of st~dent·oerc e p crons

Th~ qu~stion that a'risel?at th i spo int is: ho~d~you:

meas ure-so methi n g a/s Lrit.e ngLb Le as a oeec eot rcn r To,....newer the ques trion, th e re~earc.her·.l(lok e d.a e:- the fourtvP~s.of. mea surtng,i n s trume nt s-that_rniFJ;ht beuti lized.

First,of all, there is',t ~ e.,..g~nera l.questionnaire ,

~.

i ·

ra~lng scale'or.checkl1 5 ~ . He r e'the rese~rcherad minis ters

; a.ques tionn~~r~ to a clas s a.ft e r'co\llplet ~o~of anumbe r of scien c e acti viti.e s. The studen ts write do wn·answerstothe

·qu esti ons based upon their interpre t at i on of the quest io ns'

. " .

a sk ed by'kh e rese ar ch ertsl," Ah a', thh,iil(It ra plil way' to .•

~bta1~:

^{fe e d backonthe'}

~~ass .

^':

di~at~~ntafl,e

^{oCth l s}

lnst~­

ment l~ tha t chU d r en r eadfng th~. qu e stions are ap.t-.t,o '!'er~e ivethe m,differe~t:ly ~nd.}tnsw.er aeecrdtngto·,the lr,?...m:.~.

inter pretati on.'Als o, the wa y the st ude nt.a nswe r s theque s-

i ., · ' ; .. . .

_,t i on"\(e v en 1.£two stud entsthi n k " " SlIm~ ~~ing ) will.h a,v e ,an ef f ect upon'the researcher' s·i nte rpr eta tion. In short .

.. . ' "

nei the r the st~dent·^{no r,}the researchercan be sureofwha ~ th~^{ot h e ris}sayin~ .

Anothe r lIIeuur,in .g.ins trumen t•~rth lookin~^at i~vol.ves· · a c~d i nll; svs cee, Fol lowl ng t~is\.:ch!me, the. researc her._

would.use a pre c once iv ed'coding syste m to cl a ssif y.the

, . '. ~ . "

.

.'aud t o and vis ual ac tions.of".th e stud e n t./Th e reseerchee

. • .··.~I .

cou l d ei'therobs erve·t h e stud~ntsinpe r s o n01'ece teo rthe m

.

.

~

..

withaudio-visual e~~pme~t. Anass e t of thJ~flIeth~isthe t:"ellahUity of a cod i n g sy stem. A dis a dvan t age of this technique:15 't~~t ^twoCh lldT~~?y ^{re-'ct simil ar ly to It} st imu lus for quite dlffeTen t rea s on s. Another dtsadva ntage

·is the

diffl~'ulty

ⁱⁿ

~et t1nR

^{up a}

c~ding,

^{sche me\}o meal ur e.'

~uchan.intangib le thi n gaslOtti.d en t pe rc e pet ton..

Fr om the

d~~cuss~~A ,

^'of

t.~~ pre~iou.s

^tW? me a's:Urin g

·h\st~uments , it is evident tha t'r~searcRin to stude n t.per- '

~ePt·ion^{'n e,ed S} s~me 'me~n~'^of e~suring stud~nts'und~TStand^.:

I

"

question s put the~ :·Also, it'is ilDp?r tant tha t th e.ee -,

-~~-_..

-

, , . '

,searcher be able to, pr operly.'' ,i nte r p r e t' , student' res

.

ponses . 80 t h'of' the se problems can be reduc~dtb~ou~h con,f ronta~C'ion

with th e .s nuden t , Thus the arli!:ume~i:,arrive s at a'third

,meA surin~ ins trumen t,ve r-baL' discussionwith studen t s.' Thro u ghverbal discus ~'ion th,eresel'tr cher,,:k~ow.sif th e chIl d undeJ'S t~nd s th e_que stions ll11d_can,cher-ebv,ma1 e cLar-;, oificsuons. wh e r y

n~ces sary : , ~n

^{,di sc."" i n. the} q""bion. t.h'

r-ese arch er;carj111 50 ob ta i n s be,~ter ide a of th e'child ' s ac tua l,

percep~,i~ns.

^A

"pr~b'lem

^doe

~r is e'

^if

. ~he re sell'rcher ~

is try i n ,g to ma in t ai~' th e r iS en c v ~,f' ,the:ques tio n s posed and the,:inte rpr et at ion 01,th e arrs we r s..~~t aln~ dlI~ros s sever al,tnt ervt evers . Oth e r di\a dv lln t l1p.es o~,^{th i s,meth o d} ar e the·lar~'e'^{emount s',teof:t imerequ}ited " for,'o e r son n I t nt er-,

/

... ..

view s , and~the pos s i ble',influe nce.which the rese a,rcher's pre sence mi g h t ~:'lVeuponthe si:ud,;nt,~sr-espcnae s•

Some of 'the"problemsp~esented by th e lI'foremen t i oned' ,method,ca n be"

aJ:ifviat~d

^by

,t~e ~format~o~

^{q'f"';a.prot ocol}

which.w o~l d,ma k euP'It'pupil int erview,form,,<Jj~eof such ~n lnt ~rvi ew formwherebyit'res e 3rc h e r taiks,~i'tha st ud e n t on

:h~n:~::~:~b':::,~W,O:.i :d i ::'":::::'

i;:::::o: :

:~:"ti:,n{

^{: : :}

~ea~~her l's::.kn~dge ~f ,' ~he' S~Ud~~t ~sper~ePtions,.

^Also.,it

would allowfo ropen-endedresponsesand permitprobing'of the reasons for'pupil

re~ponse5 ; '

^{However; stt'll:}

per1 ' st ln~

are the'dtsa d v e nt egea of,the',qu a n t it y ~f time'r e q; i~d t~

int'e'rvi.ew:students on an/ in,d i Vi d \u tl baslSandthe::p, ss i b le infl uence which the re s e a r c h e r's'peeaence "!igh~ ha e upon' the

studen~'s

^re s po n s e s, If use'd, a pupil

in~ervi Jw

^form

\ _{---.~._ ~-!}

/. ₁₁

1--·-

wou ld"need some'measurement·qf the vali d i tv'of .t h e Ques-

. ^-

t.ton s , reliability,.,o f the:'student's,a n s we rs (would the, s rudenc

Il.1i:l~er ·tt'l'e sam~

^w<;l.Y

tomorr~w~s 'he

^did

~O~~;) , .I~nd

intertraterr'el1a~inty,f'o rcla~~1fYlngrespons~·~.

)" \. . : ' , '. 'I , •

The r e se a t-chet- dev elo pe d an Lnscrue errt. torhea sure scu-

. ,

\" , "., ' ' . , ,

dent perceptionsin the classroomset t tng , Withthisins tru-

~~nt', ~'~e re{'llti~ns hiP b~t~e~~'-:h;gh '

^R.rldlow teacher

trolled\class~s

^andstudents'pe,t',ceptlons

~ere inv~sti~'~ted~

Alu bs t a n t ia l bod y of,research (Anderso n, 1960;.Brown, 1967;..

G~'tzeIS

^{arid Jackson, 1962;} Gibbony..'/

~959 ; R~shton,

I" /. ' " I" 'r

19 6 6; T\.Ickman,',19 6 9)' suggested an in te r a cti o n"-between teac~er control an d pupil cha racter-Lettc s such,as sex..

academtc ability, personality , creativity andsocloeGOnom!c

. '

^.

stetus, The re fore ; R.S.part of this s':.udy,.the researcher Looked at, "the possibility of any interac~ion effect of.

't hes e ::'-ari a b l e s and.hi.ll;h and lo w teac her control'on the

percent Loneofthe students.

,Definitions

fll Te a c h e r classroom control - high contro l:(He )

'. , .'

..

.;low cont rol(I.C)

Th~s"study, wh i c h l.s·part of ll,lat"Rerresea rc h'pr 9 ":

'j e d t, has aided i~ the.de v e j.o pme rte,a ndutil1za;tion of a"

cete..ll;o:y.sys~em,f~o,~defining.d e gre e o.f teacher.controLTh;

system 15 ou'tlin.edinit'sentiretyinchacee e.J;

(2 ) Scieptific processes

. .

.

The ~rocesses of scie~ce a re outLiried

in

"Sc i en c e A"

12

".Pr~ce s s",pprollc h " (19 6 5 )",'

Si~i f!ca nc.ofth~st u d yl. Th ere ha~.

b .;en:

a.~~ed

". :

-.

for "r.esellr.ch lnt"o the ';a riou s'4

In,teraction s ~olnll; on wit.hi n a~~l aSIt" l?O '" T~ i S.w~s espec - ial l y"ev.l d e n t in the continued co ntro ver s y ove r whether

. .

con t e n t or proc e s s' ,"'>'liS' the essentla l, in~re d.fent of.the ideal et emente ry

S~ l~n,ce" ^{cou "rse.} ~r.~pon~f\~s -lSi _{nef the.T.~}

recipe.had sufficientdata.toh,qckup their e egumenc , let alon e .s u ll:g e st.the .be s t ·~nv~.r~nment 'tn wh i c h to foster sci e n tific lellrn ing.

This stud y

depar~s f~om

^ot'her:

'rel~'tedstud te!l

^in"/I•

.numb e r;.of va,Ys,

~h~ hl~h-'

^and.

r~w ,

^{con tol}

tTe~t,me~ts

^are'

IlIOn!cor ed very close ly,- .thus enahlln~the lnve st i ,e.ator to' esce rta t n.eeedegree to 'whi c'h,the

t~~lttlllents' :ltr~' carr i~'! _,

out.'Thi s'is~nlike many oth er st u dies:in whtch"there~ w'l~

nor-e aLknowl e d geof'thedif f e r e n t ia tion betwe ene reacee nes.

Anottt:~ . ~ht inct@

^{..of this,'stu dv is'}" "

th~ ~re';t­

eent s were car ried ou t i~ the clas sroo ms fo r five mon th !!,

.

.

with spec ial.l')' chosen teacbers who .were 'Riven'prior

, . '

-'

.

t_.rain in g"_. in_;:teaehi ng bytreii tment._.. ~ Mo st ot her

'

st u d i e s

.

re - ~--- view ed tsee'c h apter 2) laste d'only oil'cou pleof weeks and it'

.'wa s.th e;e fo.ie questi on a ble"whet h e r.thei r-

tiell't'~ents ~:"'d

^an.:'

oppor-t linity t~take ef fect. . [ ,

. '\..

Un l1.ke'ma n y other'stu d ies, the.

';t~~e

^{' 'i nthi s.stud y'}

~ubj~ct~d-t~,bot h·treatments'at one t lme or'an cebee• This. along with".ebe

sta~:da rdt:l:ed S~bjec ~ : mai:~er

^{/i·c ros.s}

al l' classes~ count~rbal:"n~ing of teJch"rs~

~

r

". - -. .

.

coll e cted on each lndi....tdua l ·stud e n t ".ma d e:t his.study:

r"'ther un ique.

..

',.

.. . .

, , '

,Also'worthnoti;;~'^isthe'pu"H-interviewfor~devel~p-

ed fo r the stud y . 'It'l ~ ^{rathe r dis tincti v ei"in..the,}

qllest~ons ~ w hich

^{.i t},see KS

-~sw~t'S ~

^{I f}

~ 're l~i:l~n_~~~:::":

.be[!wee n t!eat men t lln.d'_st ud ~ nt percept n 11 sh?wn, :it could_ha ve a number oftpossibl e rll if1 cll t01\1 for the

clA.s sroo m.

.,., 1 , •

Final ly . 'the ove r a ll'study' se t s out'"a v';r 'l c:Le llr

o~or.iton.', d .iin1tto~ ' cl:"

^t.«h.; c l... roo. contro ",' .HOI'efp /"i . t~ 1s'wU.l,be adop:ed

'use

7'

^{t~~irwork>,.-}

' / -

. . .

'~. - ", '

"; : .:;.~ •f .'

~~:

" .-.

I

-\.. ---"

,

.

14

1

;

- "hOpt;

• .

ReLa~ed Lt\erat.ur~

^..

I

In reviewing the~iter~t4re~the'invest tp,A?Or fO\~n'd l t t.-·

I,t l e r-e searcf conc eentng ,s tud~nt,~ercePttons w~ th in ^{. th e}

ClassrO~T sett:i;',~.:H~':"Tl~v~r;^.t.he\liter!ltur~ S,h0lol~dfin.~tnp.s reveal ing a great; deal of ambi gu ity Lrrv o'l ve d-.wltn th e claa srocm.

e~ntrot

^{qcesct qn, Mo\'t of the..a mh t Rut tv w;,}

probablydue co

:inade'~~a~e' Tese~tcti'"

^desip.ns

~nd

^,di st tn c'['t v e dLfEe 'r-e rrcea ""tween

ope~~L . Jeft~":on,

^{of teach er- ,rin-}

.

.. .

- \

troj,, \

;I

Teacher -classroomcontrol \,Ii'

-

'/. . - , .

•,The r e weTe II. numb! f 1o f d) llferent classroom control scales .Ln use throughout'·,p.iev,rj\lS st u di es . Rose~shlne ^{\ '}

·(1(j1l1-notedthat in,eiR hlt

st~~'i~S

^::0'£'

ind lr~~~'~direct ' teach~

in}!;'methods'<WhiCh he .e-ev Lewed , th:e:e were'three'diff e r e'nt lId ratios to'de ac't-Lbe te8chin~.' Rc seneh tn e arRued that

. '"' . . ..i . .

th i .s.ma d e ccmpar Lscn s .betweenstudies.qjrestLc neb l.e.On the sa~e note,·He r ma n n (1969).'argued~·tha t la cJ{o f egce e me ne

. - . '·.1 . '. .' .

·upon opeear Iona I definitions furth~r'coranftcst ed ,t ~ e,pos-.

si biH t;Y" of re a c h ing'an y agreeTill~ri<on t~~ teac h e r ~ont~ol question. It.1s'hoped.tha t th e'ope r-atLc naL:de fi nit i on s of cLe s s r-oom ccec eci:devised f;or this project will aid in

..

^' ... '

•obtainingsomeconsensusin,this·re g a r~ .

The're'have been a nu mber o f s'tudies done ~n cee c n e r contro l , eac h:with 'I ts aim'l a be L'f or,t he type of·c on tr ol

. . _ :~15'

./.~.echni.qUe,,: use~., P~nick ~

':!..!...:.."( 197 6)

r~ ferred te.q~her-

istruct u r e d ends tudenc-cstruct.ured, Spea rs (197 7) used struc - i't u r e? and. unstruceueed , Christensen (1960) r~ferred.to

I ' " . " '

,de~ree sof"permissiveness "~oa r (1 9 73)a s c ri,be d to hig,h.and

. !

l('lw tea~he'r,^{control; l.ewin (1 ? 39 )} refer~ed.^to'authort':"

r-

tarren, la:issez-fai~e ^and de~ocrat~c^{..'mod e s of} t,ea.c!Je~.

Cont r o l, Fla n der s .U9I;O) used direct'and indire ct te,a.chin~r, I Hermarr (1 969 ) utuiied teacher,;cente re d and·pupil - c'tmt e;red, i Hyere (l 96 Rl 're fe r r e d 'to,tnductiv'eanddeductive'tellch~ng, modes', and' Olander '(973) Ilddre'ssed contrcj, 1pterms ~f .'~ ^discovery a~d,;expositbry'me t ho d.s"Fo r:th~'pu T;" s e of ttl.is discussio n, and in keeping,w'it h t.he o";'ernll study, .t h e

. - ~, .

fol l owi n ~'th re e gt-oupl.n gs.wer-e use d,to 'av o i d confusion:

(1) hi ~ h,c on t r ol; (211o wco n t,r o l ;.'.(3) fl e x ibh behavi.cr;: Several,'st udl e's concernfn gclassroom'control,f oun d high teachercon trol supe rior to lo w control. 'A study'done by

'~he

^Stanford

cen~e'r

^for

R~se1lrch an·d :D ~";elopm~~t'

ⁱⁿ

, T~",ch­

"i ng'

t1 9.1~ )

^fo'und

~hat'

^{students '}

,

^{in sixth 'grade'cte eecs}

acht eved better,'in'a high cont ro l ;edenvtronp e nt;, The--s~tud:V involved..tra Lnin R'f q u r teachers f~r','two"w~ek S ,in'order. that

they be,a b le,toutil iz e eight'~aT i a.tipnsof'c o mhinati onsof

high'o r l~w structuring, so li c it in g and'~eacting1~ tea~h~

in~'

^a.

i:.~o

^{wee k:,'}

~ourse'

^{in.EColbgy.,.}

E~~h" Clas~ ' wa~' r~ndo~l:y

~l.lt

^{1n,to, two'}

~roup~'

^{Whic h..CoaCh'}

r~c'e'i~e~

^""a

d'i.f:er~nt ·

0.tr e a tm ent b'y 'separate"teache~s.,·A't.the enc: of-nine days:of

i~struct}on.

^{stude nts'w'eregiven}

" mul t'~Pl e .'Choic.e ',~n'd,'" essa~

tests of th e-i r kno wiedge'a nd ~nde'rstand~g:of"~~cil ogy and

'L

fi'll e d out

a'

que st ionna i~e . " . '

abou t,their att it ude toward

'7.---.,~--...--.-".:-.~. ,•. -.-".

- '

co.- posed,of twotypes

"

. -

ice·.. s.that requ ired'Inte~rat ~n ~ lind'.aDPlyIn~"inf ormatio n:

.

^{, " .}

,The;latter asked t~e st~dent s to"cO.llIbine· hets to"fOTlll'

l'p;lnci~les. ^{compa re 'or} 'c ont ra st.·and InteTo ret".- Result s

. - .. . ," . .1:

sbowed'th a~ cll'lllles'.t h a t ~ere I'Is ke d more rec Rll_ lluesMons durtng the, les s on.(1.0101'"So llc ICIn,R; ) perfo rmed bette r ,on'Cl'le' '"

achie:-re 'ment,cc srreae',t:~^...n did cLas aes thRtwere ~sked more

"thought..",!ue s tlon a..(hi~h s olt c LttngI; Clas s es taught wlth,li

.~'.;:.:,:

.

^{,':' .}

;"

.

hip.h level ofSr~turin~d~d sl1~htl.ybetterth an'cta s s e s givenlit-t le stru~ turing, CLAs s e~l·tha t re ceivedprllise:t~.~

·'correc t answer san d're as 0:ts for'thewTo nl';nel'ls of"'1'1'answer'

lhl~h 're aec I nR)-di d SliRht lr; b-,ct ter. thAn 'tho s e ell\S s~s :

.

gi~~n neucr"i^" fe edbac k'

.

....nd

.

·.n~ rea s on fo r'an answer be]n~

cons i dered"'r on " Ilo';'rea c ting),

" . "

' . .

Bab :k I an U9 71l·compare.d;che ex oo st ccrv , l.1bora tpry "nd' di s c overy ~thods of.'t eac h i n g science."Fo r dlscusslonpu r -. "

po s e s expo sitory "lnd di sc'overywoul d be si .. 11"lr tohLghlind

. .

. '

we ek'using '~ne of the t~aC::hing stylea. Rabik i lin concl uded

" .

. .

that st ude n ts fou nd'

ali

thre e me th o'ds 6'1ud l v.inte rc~t i nR

I

^but

_t~at

^{mo st'o'f t he m} co ns i pered,

th~'"

eXPos ito t"y (He) metho~.^.jthe ea s i ea t,'.cle lire st . and beat;'__met hod of science teachin~~~'1I0;e;;er-~-,.the grou,?, .nev~r ha d IJn'Qt her ~~ th~d us e,

~.s ~

polnt of,

refere~ce tn ~he ir . comp!,r15~nll. Ai:~o. s.e

15 quest~ona bl e whet her one week is.s~ffl c ient ti me to,

,,-' ." ,~-'-'--'.'

produceany treatment effect.

- . '.. ' J

,_.·Spe a r s and'Zollma':!.(1977J

".,," , ..

ured and unstr uct ured'labs. In ;'I structured lab'students were·'.gi v e ;' a"0pr~biein, ^th,e.,eqUiP~ent n~cess_~ry ^and'the

proced~re,

^'to:follow,.

wh~re~as dnstruct-ure~

^{l'a:b;"ieee the} pl:O'cedu~e'for the students to d~vise. Four^"cla s s e s of firs't

y~ar u~ivers·itY'

^physics'

~CudentS' were subject~ '.

^Two

class~'s

unstructured labs,_'.Thc·Sc;ienCl! Process I'nve n t o r'y.( ~Pl1'-wa s ildministered to'-t h e s rudentsibe fore and'aftet=the":-c ours e .

', ... . .',' ' . ' ^{. '} .

~esul~s,:'s'h owe d no.differencesexcept; in the act1v.1t~es.'o f science_. ~t appear-ed 't ha t'the.$ettin~~p,of acttvit~ies .req~i'-ed'·f o r mal operations. M-os't of the st ude nts were et;"

o . ,.•,., ! . " '. ' .

. \h e c~~crete.lev' l'and t.he-re fo r-e required,directions.and 'lxamples.

I~

^{this/ was}

tr~e

^at

th~

unive rs ity

le~el; ,w~~ld

itnot alsobe true for g r-ade six science stude nts?I'ndeed,;

;~sUl

^ts,

~~I~~

^{.a s these}

p~od~ce ~ sti~n'J:; .· arg~ment f~~a h·i,~h~

teacher controlle d environment',wh i choffers more dt re ct tc n and'examples. Howev e r, w!le nth e ftndinR,s in favor of'lelw

;. :. •.... "

, ' . ..

'. .

'..! con t~ol,,are taken.int o cons tder-at ton, the.i s sue.~ e c o me s clouded•

..',

~s~~ma.nSkY

^and·

M~tt~ews

^.(.1974)

~.ooke~,

^at

Idir~Ct1Ve, ~n~

^{. .'}

~on~ireCt1v~'pt rns of tea c hi !\~sci enceullin~ a sample.Of, grade f scte n c e stud ents in two classes. The study

,,). .'

.

too~, PltCOV. a.f{v~ we e k pe~. Ac~ordlng to..thei r fin d i ng s ,

.

tud entsunde r the ncnd frect.t

.

ve'pa tt er n of'.ree ch-..

Lngsh~wed^{a' .a;r e'ater} t.e nden c yt:o~ard ^silf-a c tuali;ation.In the.science classroom,while the,d ependenc y ofth~teacher

struc turedstuden t sapp e ar e d to inc r e a se.Alsosho wn'wa~.e

/ -

1R

ante of'tlte low'ran klM stu d e n t s'.

fav.9~·'of~the studen t stru c t u r ed stud e n t s {non dLr-ect.Lve I wit h-~hemos·t.~Tl\mat i.c,d.if ference, apocar tng in-th e.pe rform -

l~o1f son,'(19 7 3) ~i'd a ant! year study lookin ,2; 'at,t..he indOlr-ett/di r ec t-nt i o'in th eteachin~styl eof~[ea.che rs ~f

....

^{' . .},~.', ' ". \

. " ,

,', , ''. .:','

160 st.uden't s in ei ght ctasses.of,gra ? c elevenc:hem~stry and"

HiO"studen~s in'-~ix~--classes 'o f '~rade^{:'e i,2;h t.}and;"nin e

, "

.

^{, - ",}

.li~ience" ·Wol f sonused Fl'and ers,Cl-960 1

rIo.

rat io~ild..vt deo-, - I

( :. ',' t.t".'".5.; hts ...

~.·~se.'~va~ {oo

.'.ins-tT.,;m.en t s".:'His

resul~.s _~.hOW·~~

~ha~^{stud e nbs}-.t~u~ht"·.^by.te~chers ^{wfth a}~i~he.!:^{·1/0 ratio'} . . achl.e.ve~;htghe r sco r e s,on,a,stao?,udized.achJ.e ve ment ~est·

" .eith.et"i::ht'.~is tt"Y ot"ge n e e a 't"" ? ";;C"~achiev ed'high~t"

sc.ot"es on a r,e~ent i on te st..~i ve n Eout--'Jno n ths.Le car•.,than,,·

r

"

••-1",)

:,.g~ .

^of st.uderrc-cstr-uctur-ed l.arning nci, and.

t:"h':~ ^,

s'tru~turedIea r-nt ng-'CHe )._Thesa mpl e wa s,comprised:of~iglit

.t~e~c;h~;.S '

^'"and(.2Sq

'stud_~~ts fr~~" ~rad.es

^"cee

~hTO,j~h ' f1~e .

^./

,The i l': _.results- '_- showed,'that,', .'the' stude n ts" '.wer e more ta s k or-Lented. in :l o w.con tr~l clas's~s·.than i:n h"iRh 'c ontr ol

.clas s e s. Ot he r'Lni:ere s t l:n~' findinp;s were that teacher be-

havLor 'defintt,:,1y .affected stude nt behavior an d ~hat te a c her s were_ll~le^{tocontrol.theJ:r}ci'as s rOPrn·b~havlor. The lat ter'-Lnforn:a tLon'Ls 'L~portant insettinl'!:u~hi gh'and low

.con trol-.trea t ments- . .

. . .

Re,s e a r ch ~indL~Rs such,as those'ju.st re po; t ed.give st"r,ong evidenc e in fR.~o'["of H'C on t;h~"one',handfind LC~on che"othe r.T~make"mR.~ter,s ev~n mor~ c-o~pHcated', t~ere"has .bee n an abun da nce.of .resea rc h.whi ch advoca te d fLe xLb Le

elB:ssr.oom beha vioron the partof thete a ch e r.

50ar(197:1 ) d'id a'study'invo l vi ng.seven ty;'classesover a eh r e e year'p er i od. Fromthe sevenpro~.-rams ^{looke d} ~t,^'he

?bser"e d.th at

abst~act gro~~h

^{wa s}

're~ted '

^to

'teachin'~ " th~t

'was le ss cont ro l l edan d less focused buthad somestruc t u're (Le), whUe ,skll'i jl;'rowth was relate d to mor e -"f'o pu s and ,s t r u cture' (He).

Wit~ c~~c'rete ' , g~owth (der i.ve~ fro~

^{actua l}

eJl;perie nces.'j POS'1tlvel;''rel a t e d.'

~~ s~1l1

^:'more

h~ghIY ' fo~used tell~he~" behaviour

^and

neg~t1v~ly

^{"re l ate d to}

eJl;t~errie'

.

/~uPil ~ reedom.' ·' ~n 'th~

^{see e}

n~~e , Ain:idon': and Fl~~ders

,'( 1 9 6 7 )

~

. .f ou nd t.hatno.one plltte r n of eeeehe r behavtoe WI\S, eupes- Loe

to ,anetnee/lInd e r.all condi~\Ons.

Chris tens e n (.196 0 ) us e d..8,PUPil,-.ie s p o rise ques tion n a ire he deve,loped tomeasu re teach e r warmth an d'permi s s i v en e ss .'

DeJl:re e oe'per mlss ive n e ss in thiscas e very similar cl assroom cont rol. UsI'ng a saJ;pl e of eight fourt'h~rade' -te eehe r-e ,Chr istense~fo~nd",0.ef f ec t for,per~issiven e s s on eccres fromfive of the IowaTests of Basi.cSkiils

I

Her mann ~

ili

(1969) looked at 't h e re l a t t o n s h i.p·of teacher-center~d activi ties,,(He ) and puottc-cence re dIlc ti~:"

iti.es on·pup il

a~hiev~me~t a~d i~terc'st . I:::i.~htee,n

^'teachers

wer e matched"in'ntna pairs and'

th~n

^each

se~

of, teache:rs taught'etther

teaCher~cen ter~d act ivi t !es

.or

,rupil-~eni:: eHid

. . .' , "

acttvt.ctes for six weeks to classes'o~ grad~;~ive social st udies students. When the six:weeks, were"up ; anotiher

" . . .', , ' .

teacher 'caug h t' th e.students theoth e r trea tment . Result's

• " • • '. ' ,. ' oj)

obtain e d indi~at ed. thpt,'the'method of class roo m'c ontrol

.made..no ,si Rn:l.fic an t·'.di£fe ; e nce upon achlevement of )lI:ra de

,f i v e stu dents,te s t ed.

. we".isner.'~/i9 71l.d i d a camp,ari so n of the.eff e c t i vene's s 'o f 'discove~~,versou? ,didactic' methods an d .;eacher,-:-~u i ded ver su s in depe ndent proced u res in principle le:a r n i n l!:. A stx we ek e:-c-perimen cal p-rogram'ea s.wr i tten:.cc te a ch st xbast c sp,elling.prin cipl es t~ ,s i x te e n stjcth-g rad e cl asses;' The cLas ses wer e,ra n do n ly'as s i l!:ne d to'four expe~ime~'cal tre a t :' , ,men tg~oups ea ch of wh i ch use d a di~f~rent cO~blnat'ionof

method:and:proc ed u r e. One immediate,and:,on e de layed post- test'were'~iv7n to :de c erini ne spe_qin g aCh1'eve men t.in terms

/1.

of '-ret e n tion. t~,ansfer, . and 'pr~bl~m_so~.Ving abtlUi es:

Analysi s of vas-Lanc e pecceduces .were use d to analyz e...the 'data.obtai n e d •.The ,resu lts show ed'no.slgnf fic ant differ-' f'or method; proc edure, interaction-on re t e n t ion,

I- I

'

. . ..

~,-

. .

21 t ra nefer- and Droblem-~61~ingabtLftIes of the gr-a de six et.udenr s,

Wallen and Wod t k e (1963) found that'arelat;J.onstlip

. . . ' ^.

existedbetween grade level and"t h e method ofcontrol: In"a

, .

^.

fOH! yea.r'study involving65 -r e e c h e e s and .t h e ir studenra, gr-ades.on~,throu~h five, pupfl .data wereco r-r-e l ate d with

. '

.

"teac ber-.chllract~ristics, ^{one .o f which was :he teacher's}

tendency tQwardhi~h'orlow cl a ss r oomco n t r ol.'AnaiydsofII

the,data consisted, 'of correlationa l and Ea cf or i a t ana lysis.

Results obtairled dearly indicatedthat.r~ lat ionsh ips did nee takethe same fOTTn.e cro e s the-t t ve grade le vel s

of

the

·study . The general impressi on reslIl tih,lt ~as th at th e.

typi~a.l first~rader.bei~r. so~ewhatunsur e of himsel.fand hew-to the situation, is both nor-e comfortab le"and ac h i ev e s eat cer given'a situat.ipn wh i ch,is qui'te,s c r uccueed'and controlled by

.

,t.ne teacber, At'the^- same'^. ti me^"the teacher should be rethe r:supportive an~ enccus-agf.ng but: should deempnasLa e overt affection."8y about"th e second gradethis patt.ern tends' t.o'c ha n g e' and by the uppergr a d e sthe gene r al des~rability of eneoceageeentstill exists but'th e.e f f e c t of controlshif ts suchtha~ Il'"gre~terdegreeof permiss ive _ ness'.has themor e desirabl e effect in termsof bot h liking

·for schoo l and.a~hievemen~',g a i n .

Inconclusion,My~rs '( 968 )'1~okedat. teacb e r ~ha racter­

LstiLcs an d tr e a t men t.'effect (inductive and"deductive

,

"

^{' .' ," "- ,' ," '}

styles) , andtheir"po s s i b le -relations h i p.wi th,pupilachteve -,

I - I

·mE!nt. Myers used·iI sample of

'teac:he rs and''the i r ·s t ude nt's ., Fa u ; ins,t iun;e'nts.-me iu ured

22,

p.upll aCh le.:emen~ an:d o~e..mell.su;r~.(?~e'R~nn~r ,S t.~.~ le s of Attitude Plitt e rn s. In te rv i e wfor mtII ) wa s u's e d co dete r -

..

. - .

mine the-pe'rscnaLor'ie;' tat 'lons 'o f'the'teaehe rs."Re~;ul~s o~

the.study indica ted th at the re were no.significant dif f er- ences-in

,;~'hi'eve·~~nt ~etween

^{the pu p tl s,of 't e a chers'}

w ho

~Il.u~ht'deductively ll.n d,t h ose wh? tatul/:ht tnduc rtveIy, but .Ch ar. ,s~e~eralteache r at t i t u de·p ll.t.!=e r..ns se;~edtohere la.ted

to_pup il achievement:.

It

is

obvious fT.o'mthe'studies

di'seusseci

thus'far-"

tha~

ther-e. is -nc consens us. - on t h e e'ffect of. ·

.

hlgh..anti low contro ll e d teachin~'st-yle~.upon_studen t.s .'Hone~ully, thi s. studywill, th~oull:h ^{con ctee} ope ra t l onlli defi n ition.. strin- ge nt..ob'servationa l techni.l:lu,:~nd·.andysi s.couofed.wi~h exten d ed ex per i me n ta l pe rtod,\all e v i a te.:at'l e a s t some of tho'.mhi guit y\ n'hi,a re a, '

,

.

^~

~,St ud e n t pe r c e pt i on i

.'"..

~.

^{In Chapter}

~. th~ investig~tor' a"ll~d-ecl

^to

the 'conne'c~ lon

~. bet;~e~ tis:

^O,f c,1ass room

'~o~,tr:l

^and.student

~ercep~

tion~withinfltheclass -:oom~nvironment.•.At t.he same time. it

was'note d that the r e was'a Le rgeand dif f u s e assortment-of stud e ntl?e rceptions J'ot't'h.cons idera t io~. Ho we v e -r, it wa s, im~ractic a 1 to .10<;11<at·al l

0;

^{the m in thi s st u dy. The:re-'}

fore,__th e .rese ar cherwas forced'to'choose<s eve t-aL percep-, tf.!=)l·ls which he con s id'ered to be more l~teresti nR and in keep ing'withth eov e rai l

st~d~'Of

wh ich't h is

~s'

s part . ':j

\.Once:the:.resear.cher h1d chos en thepe~Ce D'tions.to,be

stu di ed the next,st ep wa s th~ formu l at ion of a student

.. ·_ _ · ···_···- i · I

I

:'

.

intothl!lII.

23

L.-:;

After cons id er a t i onof,the oro's Andco n s.of the..me~s-.

u~in, in·"n~.n, ""te'." .,, " b.

u.;,,;

'j'

^.ASd.c'id,d, " "'.. / pUp'il in t erv t e.wfor~ (Ilro~oco l )^{v.tS ,}t~e^1ll0stsui.t~ble 'f~r the purrsos e e of this nr cjec r, Asw,,~ Illen t i o n ed inCha n ter

1,

.t~l S

"I<t f\d of'"lIn instrument woul d'a llow

~he:re.sel\rche-r··~o

'1nt eu c t:"with the stntie nt s nn a"one-co-nne

- h~S·is . I nde·e~

• .

th~,5'.'

me t hod"is,:,qutte' l:in;e

consu~tn~l,·.~o~e~er .

courite r -!

be Lanctnn this were..the ad van cages obtaine d by betna ahle to dt~cuu ne1"t,tnen~ 'qUe s tion:- -wit h the stu?en ~.s: SUC~A protocol.11$"w~spr eviousLv'lIlent·lo~ed . allowed con;l st e nc y tn IlUesti onLnR,

.

students' _und e -r s tand^{. .' . .}'{n~o^'f the~^. queSt i on s, the res ea rchee

.

. ts kncvfedge,<0·[ thOe'stud ents '. pe rceptio ns ,' open-ended:re 8

P

on'se s "nd''p~ob inlt ~jf ~hereasons for p~pn 'res pon s e s.

The reseat"ch~T ^{WI'IS,unable to} fi~d^Ilny·llt: e r llt u r e I.n which >In;nstr l_n t·'ofthis·kin d was us ed tostudystlldent T\e;cepti., s • .,!her,e fo Te , vdld~t~~n ^of such ,~ ^techpique

c~ eated p.i-oblen rs .Th~swl1 1be dis cu ssedfurther.in Chapter

thisppint, it'woul dperhao~ bebest'to'~utl lne'the

I

percefl t'lons

cho~en

^{.for 7"{;ve}s t:1'lIl.t; ion·fln d (the quest ions

I .~eve1oped

^{in ·o rd e r\t.o·}

o~~rationai·t.~e

^these

percePtion~

^on

thestuden t.lntervi ew\~Orm. {.

Int er e s t

A pr ime qncer n

.

of the,re se..rch^. er WIIS the studen t s' in tere s t: In the.'s ci ence··.pro~rall,,I f st ud ents found the'

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