1. teach critical thinking
2. understand the methods of science
3. gain knowledge of specific subject matter content.

Leyden note:
some say if you know the content -- the process method - and have a positive attitude about the study of science, you are scientific literate.

PURPOSE OF THE STUDY
The primary purpose of the investigation was to detemine whether the pupil-iunquiry method of teaching TSM, is superior to a teacher-directed method for the same program.

Another purpose was teo detemrine whether a 'bright' class tuaght by pupil-inquiry method diffeernd from 'bright' kids taught by teacher- directed method -- and whether 'average' kids acheived different scores with each method.

PROCEDURE: PUPIL-INQUIRY METHOD
The pupil-inquiry method implied that the pupil was active rather than passive. They were engaged in doing, manipulating materials, making observations, carrying out investigations and interpreting the results.

edit ---- the teacher acted as director of research ---- but it was the individual pupil who actually identified the problem and then decided upon the best way of solving it.

PROCEDURE: TEACHER-DIRECTED METHOD
The teacher-directed method consisted of developmental lessons, teacher demonstrations, recitations, and laboratory work by the pupils. Teaching was structured to follow the identical materials used by the pupil inquiry method, but the emphasis was shifted to the teacher presenting information and performing demonstrations to illustrate principles and facts. There was laboratory work about twenty percent of the time. The researcher taught the teacher-directed groups.

The roles of the pupil and the teacher were different in the teacher- directed method than in the pupil-inquiry method. In the teacher-directed method, the teacher carried out operations such as measurement in the laboratory and the graphing of relationships. There were teacher-led discussions. The pupil verbalized what he had learned. The pupil and the teacher checked out the former's knowledge and developed criteria for evaluating his perforniance and understanding.

For their laboratory work, pupils did not have individual laboratory kits. A problem was presented. The necessary materials were provided. The pupils worked in groups of three or four and followed lab sheets of procedure. Some laboratory exercises were of the problems solving variety.

Thus, this method was teacher-directed.

THE SAMPLE
600 8th graders are in a building of 1,800 kids ... in queen, NYS jhs in september 1966.

high group:
reading scores: 11 and 10.8 grade 25 kids in the kid-directed and the teacher directed classes. a flip of the coin determined their placement. equal number of boys and girls.

average group
8.8 and 8.9 reading scores

tests: watson glaser critical thinking appraisal

test on understanding science

conclusions: --- the pupil inquiry method of teaching TSM ---

• was more effective in teaching the methods of science

• was more effective better at teaching 'bright' students the methods of science

• was more effective in developoing 'average' 8th grades understanding of science than teacher - directed method

• neither method is superior --- in critical thinking regardless of 'group'

• neither method is superior than teaching science facts - regardless of the 'group.'