An Experimental Comparison of a Conventional and a Project Centered Method of Teaching a College General Botany Course
NUMEROUS essays have appeared in r e cent years which suggest various ways in which s c i ence instruction may be improved. Especially prominent in many of these essays is the empha sis on a need for the modification of science in struction in such a way as to enhance student gain in ability to solve problems in science and to promote a "scientific attitude". If one pre fers to modify his instruction on the basis of sound experimental evidence rather than upon opinion, relatively little published material i s available. It was the writer's hope that the pres ent study would supply some sound evidence a s to which of two specific methods better provides for student gain in problem solving and scientif ic attitude.