Preservice teachers' acquisition and retention of integrated science process skills: A comparison of teacher‐directed and self‐instructional strategies

Abstract

The purpose of this study was to compare the effects of two methods of instruction designed to teach preservice elementary teachers to acquire and retain integrated science process skills. In one section instruction was provided by the teacher. whereas in the other section, instruction was provided by written self-paced self-instructional materials. Results indicated that the self-instructional method was significantly rnore'effec-9