The applied-science approach shows a slight advantage over the pure-science approach on pure-science-type examination grades in secondary-school zoology¶

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 1909 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Beginners' zoology sections taught by economic (applied) versus cultural (pure-science) approaches differed little on a pure-science final examination, with a slight edge to the applied section. → Gilbert 1909

Evidence¶

Gilbert 1909¶

Gilbert, J. P. (1909). An experiment on methods of teaching zoology (preliminary report). The Journal of Educational Psychology. https://psycnet.apa.org/journal/edu

q2 · i? · causal · r1

Parallel-groups comparison in the Academy of the University of Illinois, first semester 1909-10: two beginners' zoology sections with the same teacher, texts, and examination. The applied-science Section B averaged "73.2%" versus 72.5% for Section A; papers were graded blind to student names.

"Section A made an average grade of 72.5% on the final examination, while Section B made an average grade of 73.2%."

Discussion¶

Related Claims¶

• On a test of setting up experiments and interpreting phenomena, the applied-science group showed a decided advantage (60% vs 35% correct on first reports) — related
• A larger percentage of applied-science pupils averaged above 85 in the semester's work (46.6 vs 29.4) — related
• The applied-science group's zoology semester grades exceed their grades in other subjects by more than the pure-science group's — related