The Use of Interaction Analysis in BSCS Laboratory Block Classrooms

A study of the relationship among type and quality of implementation of science teaching strategy, student formal reasoning ability, and student engagement

“…The results showed that both student attitude and achievement scores were superior for classrooms in which the teacher was more indirect. LaShire and Westmeyer (1967) found that students in indirect classes have higher achievement scores than students in direct classes. Also, the indirect classes showed higher scores in attitudes toward the teacher and ' toward school work.…”

“…They suggest this variable should be considered when teaching strategies are planned or when classroom research is conducted. After a review of the research literature related to the student achievement-instructional time relationship, Lomax and Cooley (1979) suggested that future research into instructional time should pay attention to the variable of student ability. They proposed the question of whether or not a high ability student spends as much engaged time in a specific content area as a low ability student for similar achievement gains to result in that content area.…”

The effects of model viewing with systematic strategy analysis on the science teaching styles of preservice teachers

“…The above hypotheses were tested by a multiple-comparison technique using the Dunnett multiple t-test (Myers, 1972). Miller's (1966) discussion of the Many-One Univariate comparison is a reference to this same statistic.…”

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lntraductlonThe development of interaction and strategy analysis systems has spurred a fair amount of research on the relationships between the level of interaction within classrooms and such variables as student achievement and attitude toward the class. The results of much of this research can be summarized by saying that differences in achievement and attitude seem to be in favor of or related to indirect teaching strategies (e.B., Amidon & Flanders, 1970;LaShier & Westmeyer, 1967; Shymansky BC Matthews, 1974;Wolfson, 1973). Yeany's (1975) review of the literature on the subject offers a broad sample of results in achievement and attitude that can be attributed to differences in teaching style.

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A case from the research for training science teachers in the use of inductive/indirect teaching strategies

“…In a study of eighth-grade biology classes, LaShier and Westmeyer [20] found that students in the indirect classes achieved more than students in the direct classes. Also, the students in classes with higher achievement tended to have better attitudes toward the class.…”