The Inductive-Deductive Method and the Physical Science Laboratory

Lahti, Arnold M.

doi:10.1080/00220973.1956.11010537

Cited by 12 publications

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“…The answers to both of these questions continue to be very fuzzy. Serious research on these questions gave rise to many inductive versus deductive laboratory learning studies of the 1950s (Curtis, 1950;Malinson, 1954;Lahti, 1956;O'Connell, 1958;Mark, 1959). Such studies evolved out of a concern by instructors for the degree to which students participated mentally in laboratory instruction.…”

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confidence: 99%

An experimental study of a BSCS‐style laboratory approach for university general biology

Leonard

1983

J Res Sci Teach

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A Biological Sciences Curriculum Study (BSCS) inquiry approach for university general biology laboratory was tested experimentally against a well‐established commercial program which was judged to be highly directive. The experimental approach made systematic use of science processes, development of concepts via questioning, and of requirements on the student to exercise discretion. Experimental group students scored similarly to comparison group students on a pretest of biological concepts, but scored significantly higher (p < 0.005) when the same test was given at the end of the semester.

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confidence: 99%

An experimental study of a BSCS‐style laboratory approach for university general biology

Leonard

1983

J Res Sci Teach

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“…In this study, there were no significant differences between classes using deductive methods and classes that used inductive methods. In the field of physical education and sports, a study Lahti, found that there are no significant differences between classes using deductive methods and classes using inductive methods [10]. The research Lathi, which is conducted at The University of Minnesota, United States divides 2 Sports Science student classes [10].…”

Section: Both Methods Are Greatmentioning

confidence: 99%

Inductive Learning Methods towards Learning Outcomes

Fitri¹,

Budiana²,

Suherman³

2019

Proceedings of the 3rd International Conference on Sport Science, Health, and Physical Education (ICSSHPE 2018)

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This study compares a class implementing a deductive learning method and a class implementing inductive learning method on Pedagogical Issues subject on Sport Education students at a postgraduate degree in Universitas Pendidikan Indonesia. The method is an experimental research method. It has been found that both them show no difference in terms of the quality of learning outcomes. Therefore, it can be inferred that there is no single method best applicable in every situation in education. When compared with the results of this study, this gives a new color where both deductive methods and inductive methods have the same effectiveness in one context. This can be a contribution to the scientific field of education where one method cannot be generalized to be effective in all fields.

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“…Lahti's experiment on methods of laboratory instruction (23) found that a problem-solving method was superior to traditional laboratorymanual methods in teaching students to apply principles of physics to interpret phenomena. He also found a problem-solving method superior to more conventional procedures in developing ability to design an experiment.…”

Section: Laboratory Teaching Project Methods and Independent Studymentioning

confidence: 99%

Chapter VI: The Improvement of Instruction

McKeachie¹

1960

Review of Educational Research

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J. His IS a golden age for research on improvement of college instruction. With financial support available from the Fund for the Advancement of Education, the U.S. Office of Education, and other sources, with increasing willingness of college administrators and (at least some) faculties to experiment with teaching procedures, and with new research instruments, the amount of research in progress is greater than ever before. Discussion MethodsOne of the healthy trends has been to recognize that "discussion" is not a single method, but several methods. Several experiments compared different styles of discussion, with particular emphasis on student-centered or "democratic" methods. Birney and McKeachie (3) listed some of the 351 at University of Birmingham on June 11, 2015 http://rer.aera.net Downloaded from REVIEW OF EDUCATIONAL RESEARCH Vol. XXX, No. 4dimensions commonly involved in comparisons of democratic and nondemocratic discussions.Following the model of Lewin, Lippitt, and White's study of authoritarian, democratic, and laissez faire group climates, the University of Michigan's general psychology staff (16) compared three styles of teaching: recitation, discussion, and group-tutorial. The autocratic recitation method produced superior performance on the final examination, and also produced greater interest in psychology, as measured by the election of advanced courses in psychology. Students preferred it to the other methods. In a freshman orientation course Burke (4) found performance of students in conventional classes numbering 125 superior to that of students in co-operative groups of four to seven. Moreover, this difference generalized to other courses. Lyle (25) found performance of students in a conventional class superior to that of students taught by a problem-oriented method. Smith (40) and Krumboltz and Farquhar (22), however, studying methods which varied in degree of directiveness, found no differences in their effects upon student learning and ability to make "applicational transfer" of learning.Determination of the best basis for grading is a special problem for the teacher using student-centered instruction. Haines (17) found no significant achievement advantages for students working co-operatively versus those working competitively for grades, but did find a marked difference in morale which favored the co-operative groups. Smith (42), however, comparing a lecture class to a "teamwork" class in which group incentives were used, did not find differences in satisfaction comparable to those of Haines.Patton (35) observed results in two classes in which there were no examinations, no lectures, and no assigned readings. Students decided on reading to do, class procedure to use, written work to perform, and method of grading. In comparison with a control group, these students (a) believed the course more valuable, (b) showed greater interest in psychology, and (c) gave more dynamic and motivational analyses of a behavior problem. Obtaining individual measures of acceptance of responsibility in th...

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The Inductive-Deductive Method and the Physical Science Laboratory

Cited by 12 publications

References 0 publications

An experimental study of a BSCS‐style laboratory approach for university general biology

An experimental study of a BSCS‐style laboratory approach for university general biology

Inductive Learning Methods towards Learning Outcomes

Chapter VI: The Improvement of Instruction

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