| Abstrakt: |
Attitudes such as objectivity, open mindedness, curiosity, respect for evidence, honesty and critical mindedness are important affective processes that should be developed by students in science classes. A search for the interaction pattern predisposing to these attributes as well as to a favourable attitude towards science was undertaken in this study. By means of a pretest‐ treatment‐posttest design with a control group, this study investigated the effects of cooperative, competitive and individualistic student—student interactions on affective outcomes of science instruction. Data collected from the study led to the rejection of the null hypotheses of no difference in the effects of the three interaction patterns on affective outcomes of science instruction. It was found that the cooperative interaction pattern has more facilitative effect on affective process development and attitudes towards science. [ABSTRACT FROM PUBLISHER] |
