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Biology--Experiments; Science--Study and teaching; Education, Secondary


This investigation compares achievement of ninth grade students in biology taught by inductive laboratory experiments, by deductive laboratory exercises, and by demonstration of inductive experiments. It appears that the inductive approach produced significantly greater attainment of attitudes of science. The emphasis of this on designing experiments and analyzing the data did not distract from the ability of students to learn and apply facts and principles. None of the instructional methods tested was found to be more effective with any particular ability range. Students in laboratory classes reacted more positively to their instruction than did those taught by the demonstration method.

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