"The Comparative Effects of Individualized and Group Instruction in BSC" by Harry F. Fulton

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Article Title

The Comparative Effects of Individualized and Group Instruction in BSCS Biology on the Ability of Students to Think Critically

Authors

Harry F. Fulton, Olivet Nazarene CollegeFollow

Document Type

Article

Abstract

Research in the area of critical thinking ability many times involves the use of the Watson and Glaser Critical Thinking Appraisal (WGCTA). These abilities involve inference or drawing conclusions from facts or premises, recognition of assumptions or hypotheses, deduction or working from basic premises to conclusions, interpretation of data to derive or explain its meaning, and the evaluation of arguments or evidence. The items on this instrument are not specifically limited to science. As a result, when researching the effect of an instructional procedure in science, the teachers and all other subjects the students are exposed to need to be controlled.

Publication Date

February 1971

Journal Title

Iowa Science Teachers' Journal

Volume

Issue

First Page

Last Page

Comments

The issue containing this article is mislabeled as February 1970.

Copyright

Language

File Format

application/pdf

Recommended Citation

Fulton, Harry F. (1971) "The Comparative Effects of Individualized and Group Instruction in BSCS Biology on the Ability of Students to Think Critically," Iowa Science Teachers Journal: Vol. 8: No. 3, Article 11.
Available at: https://scholarworks.uni.edu/istj/vol8/iss3/11