Comparing the Impacts of a Problem-based Computer-Assisted Instruction and the Direct-Interactive Teaching Method on Student Science Achievement
Journal of Science Education and Technology Volume 10, Number 2, ISSN 1059-0145
Explores the effects of a Problem-based Computer-Assisted Instruction (PBCAI) on students' earth science achievement in Taiwan. One hundred and fifty-nine 10th grade students enrolled in four sections of a mandatory earth science course participated in this pretest- posttest control group experiment. A significant difference was found between the instructional methods used. (Author/SAH)
Chang, C.Y. (2001). Comparing the Impacts of a Problem-based Computer-Assisted Instruction and the Direct-Interactive Teaching Method on Student Science Achievement. Journal of Science Education and Technology, 10(2), 147.
Cited ByView References & Citations Map
Karen Irving, The Ohio State University, United States
Journal of Computers in Mathematics and Science Teaching Vol. 28, No. 1 (January 2009) pp. 45–70
Chun-Yen Chang, Department of Earth Sciences, National Taiwan Normal University, Taiwan
EdMedia + Innovate Learning 2004 (2004) pp. 3019–3021
These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact firstname.lastname@example.org.