1 resultado para mathematics on the horizon
em University of Connecticut - USA
Filtro por publicador
- Repository Napier (1)
- Aberdeen University (3)
- Abertay Research Collections - Abertay University’s repository (1)
- Aberystwyth University Repository - Reino Unido (7)
- Acceda, el repositorio institucional de la Universidad de Las Palmas de Gran Canaria. España (1)
- Applied Math and Science Education Repository - Washington - USA (1)
- Aquatic Commons (1)
- ArchiMeD - Elektronische Publikationen der Universität Mainz - Alemanha (8)
- Archive of European Integration (2)
- Aston University Research Archive (3)
- Biblioteca Digital da Produção Intelectual da Universidade de São Paulo (18)
- Biblioteca Digital da Produção Intelectual da Universidade de São Paulo (BDPI/USP) (26)
- BORIS: Bern Open Repository and Information System - Berna - Suiça (26)
- Brock University, Canada (3)
- Bulgarian Digital Mathematics Library at IMI-BAS (96)
- Cambridge University Engineering Department Publications Database (3)
- CentAUR: Central Archive University of Reading - UK (37)
- Chinese Academy of Sciences Institutional Repositories Grid Portal (7)
- Cochin University of Science & Technology (CUSAT), India (2)
- Comissão Econômica para a América Latina e o Caribe (CEPAL) (4)
- Corvinus Research Archive - The institutional repository for the Corvinus University of Budapest (16)
- CUNY Academic Works (2)
- Deakin Research Online - Australia (21)
- Digital Commons - Michigan Tech (5)
- Digital Commons at Florida International University (10)
- DigitalCommons@The Texas Medical Center (1)
- DigitalCommons@University of Nebraska - Lincoln (1)
- DRUM (Digital Repository at the University of Maryland) (1)
- Duke University (1)
- eResearch Archive - Queensland Department of Agriculture; Fisheries and Forestry (2)
- FUNDAJ - Fundação Joaquim Nabuco (1)
- Greenwich Academic Literature Archive - UK (10)
- Harvard University (1)
- Helda - Digital Repository of University of Helsinki (6)
- Indian Institute of Science - Bangalore - Índia (81)
- Institutional Repository of Leibniz University Hannover (1)
- Instituto Politécnico do Porto, Portugal (1)
- National Center for Biotechnology Information - NCBI (2)
- Publishing Network for Geoscientific & Environmental Data (1)
- QUB Research Portal - Research Directory and Institutional Repository for Queen's University Belfast (23)
- Queensland University of Technology - ePrints Archive (445)
- Repositorio Académico de la Universidad Nacional de Costa Rica (2)
- Repositório Científico da Universidade de Évora - Portugal (1)
- Repositório digital da Fundação Getúlio Vargas - FGV (2)
- Repositório Institucional UNESP - Universidade Estadual Paulista "Julio de Mesquita Filho" (31)
- Repositorio Institucional Universidad EAFIT - Medelin - Colombia (1)
- Universidad de Alicante (2)
- Universidad del Rosario, Colombia (2)
- Universidad Politécnica de Madrid (3)
- Universidade Federal do Pará (1)
- Universitat de Girona, Spain (1)
- Universitätsbibliothek Kassel, Universität Kassel, Germany (6)
- Université de Lausanne, Switzerland (1)
- Université de Montréal, Canada (1)
- University of Canberra Research Repository - Australia (1)
- University of Connecticut - USA (1)
- University of Michigan (17)
- University of Queensland eSpace - Australia (18)
- University of Washington (2)
- WestminsterResearch - UK (2)
- Worcester Research and Publications - Worcester Research and Publications - UK (1)
Resumo:
This study examined the effectiveness of discovery learning and direct instruction in a diverse second grade classroom. An assessment test and transfer task were given to students to examine which method of instruction enabled the students to grasp the content of a science lesson to a greater extent. Results demonstrated that students in the direct instruction group scored higher on the assessment test and completed the transfer task at a faster pace; however, this was not statistically significant. Results also suggest that a mixture of instructional styles would serve to effectively disseminate information, as well as motivate students to learn.