Instructional Patterns in Science an Exploratory Study

Document Type

Article

Publication Date

1-1-1998

Abstract

This article describes a re-analysis of a national study of instructional practices in seventh- and eighth-grade science classes. Responses from a subset (n = 81) of Christian-school teachers taken from the original study population (n = 543) was analyzed to determine what instructional practices predominated in Christian-school science classes. Results indicate the use of a variety of both teacher- and student-centered instructional approaches by science teachers in Christian schools.

Journal Title

Journal of Research on Christian Education

Volume

7

Issue

1

First Page

37

Last Page

54

DOI

10.1080/10656219809484860

First Department

Teaching, Learning and Curriculum

Link to Full Text

@ the James White Library

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