The Relative Effectiveness of Two Methods of Utilizing Laboratory-type Activities in Teaching Introductory Physical Science

In the study, one of each of pairs of average and high ability eighth-grade classes was designated, by random means, as the experimental class. Students in the experimental classes viewed projected 2 x 2 colored slides which represented sequences of the same laboratory activities as those performed by the manipulative group. All other instructional procedures were constant for both groups. No significant differences resulted from the employment of either method in the laboratory activities in the Introductory Physical Science (IPS) course, when judged in terms of student progress as reflected in test scores related to: (1) critical thinking skills, CO understanding of science, (3) academic achievement of knowledge and concepts presented in IPS, and (4) development and expression of interest in science. The manipulative method was significantly superior to the nonmanipulative method for the development of selected laboratory skills. Academic achievement and performance of the students in the nonmAnipulative group did not support the view expressed by the teachers that the manipulatory method of labcratory instruction is necessary for motivation and satisfactory learning of science as defined by the IPS course. The IPS course did not appear to stimulate student interest in science after one semester of instruction. (Author/CP)