The influence of instructional strategy on cell concept learning and science attitude by fifth and sixth-grade children

This study compared the efficacy of three instructional approaches in the presentation of fundamental cell biology concepts to fifth and sixth grade students in a Mississippi public school science and mathematics magnet program during the spring 1992 term. Students within each grade level were randomly assigned to experimental treatment and control (non-hands-on comparison) groups. Experimental treatments consisted of one of three hands-on laboratory activities, including guided discovery using models and analogies, open inquiry using magnifiers and microscopes, and discovery demonstration using videomicroscopy.;A group survey of logical thinking was administered following all treatments indicated that subjects in both grades were still in the concrete operational thinking stage. This study showed that all hands-on treatments were equally efficacious in their effect on cell concept learning within both grade levels. Attitudes toward science did not change within grade levels as a result of the treatments. When posttest cell concept achievement scores were compared between grades, no treatment with grade interactions were found. However, there was a significant grade with treatment interaction concerning science attitude. There was no relationship between science attitude and posttest achievement scores at either grade level. Results of this study lend support to a need for hands-on activities in teaching abstract concepts to concrete operational children and those in transition to formal operational thought.;Efficacy of treatments was assessed in term's of students' gain in achievement and changes in attitude toward science using a pretest-posttest control-group design. The pretest for both grades served as a covariate with posttests administered 7 days following the final experimental sessions. A standardized science attitude instrument designed for middle school students was administered prior to and following the treatments.