S, Wanjari Sanjiwani. (2005). Effectiveness of Concept Attainment Model and Inductive Thinking Model of Teaching on students Achievement in Science, Scientific Creativity and Attitude towards Science. Unpublished. Ph.D., Education. Sant Gadge Baba Amravati University, Maharahtra.
The objectives of the study were: (1) To study the effectiveness of teaching through Concept Attainment Model, Inductive Thinking Model and Traditional Method of Teaching on improving Achievement in Science of IX class students. (2) To study the effectiveness of teaching through Concept Attainment Model, Inductive Thinking Model and Traditional Method of teaching on development of Reasoning Ability, Scientific Creativity and favourable Attitude of students Towards Science. (3) To study the relative effectiveness of teaching through Concept Attainment Model, Inductive Thinking Model and Traditional Method on improving Achievement in Science of IX class students. (4) To study the relative effectiveness of teaching through Concept Attainment Model, Inductive Thinking Model and Traditional Method of teaching on development of Reasoning Ability, Scientific Creativity and favourable Attitude of students Towards Science. (5) To compare the effectiveness of Concept Attainment Model and Inductive Thinking Model on Achievement in Science of IX class students, Reasoning Ability, Scientific Creativity and Attitude towards Science. (6) To compare the effectiveness of Concept Attainment Model and Traditional Method on Achievement in Science of IX class students Reasoning Ability, Scientific Creativity and Attitude towards Science. (7) To compare the effectiveness of Inductive Thinking Model and Traditional Method on Achievement in Science of IX class students Reasoning Ability, Scientific Creativity and Attitude towards Science.
Hypotheses were: (1) There is no significant difference between the mean score of IX class students in developing Reasoning Ability, Scientific Creativity and favourable Attitude Towards Science taught through Concept Attainment Model. (2) There is no significant difference between the mean score of IX class students in developing Reasoning Ability, Scientific Creativity and favourable Attitude of students Towards Science taught through Inductive Thinking Model of teaching. (3) There is no significant difference between the mean scores of IX class students in developing Reasoning Ability, Scientific Creativity and favourable Attitude Towards Science of students taught through Traditional Method of teaching. (4) There is no significant difference between the mean scores of IX class students in developing Reasoning Ability, Scientific Creativity and Attitude Towards Science taught through Concept Attainment Model, Inductive Thinking Model and Traditional Method of teaching. (5) There is no significant difference between the mean scores of IX class students in developing Reasoning Ability, Scientific Creativity and Attitude Towards Science taught through Concept Attainment Model and Inductive Thinking Model of teaching. (6) There is no significant difference between the mean score of IX class students in developing Reasoning Ability, Scientific Creativity and Attitude Towards Science taught through Concept Attainment Model and Traditional Method of teaching. (7) There is no significant difference between the mean scores of IX class students in developing Reasoning Ability, Scientific Creativity and Attitude Towards Science taught through Inductive Thinking Model and Traditional Method of teaching.
A purposive sample was used for the study drawn from the population of IX class students chosen from three Marathi medium schools in Nagpur. The sample consisted 377 students.
Tools used for measuring the variables were Reasoning ability test in Hindi by P. K. Bayati, Verbal Test of Scientific Creativity in Hindi by V.P. Sharma and J. P. Shukla, Science Attitude Scale in Hindi by Avinash Grewal and a self-prepared achievement test.
Study was experimental in nature and pretest-treatment-posttest design was followed.
Data was analyzed by using t-test and ANOVA.
The findings of the study were: (1) Concept Attainment Model of teaching was found to be effective in developing Reasoning Ability, Scientific Creativity and favourable Attitude towards Science among the students of IX standard. (2) Inductive Thinking Model of teaching was found to be effective in developing Reasoning Ability, Scientific Creativity and favourable Attitude towards Science among the students of IX standard. (3) Traditional Method of teaching was found to be effective in developing Reasoning Ability, Scientific Creativity and favourable Attitude towards Science among the students of IX standard. (4) The three groups taught through Concept Attainment Model, Inductive Thinking Model, and Traditional Method of teaching were found to be differing in effectiveness on the Achievement of IX class students in Science, Reasoning Ability, Scientific Creativity and Attitude towards Science. (5) Concept Attainment Model and Inductive Thinking Model of teaching are equally effective in terms of Achievement in Science of IX class students, Reasoning Ability, Scientific Creativity and Attitude towards Science. (6) Concept Attainment Model and Traditional Method of teaching are not equally effective in terms of Achievement in Science of IX class students, Reasoning Ability, Scientific Creativity and Attitude towards Science. Concept Attainment Model was more effective than the Traditional Method of teaching. (7) Inductive Thinking Model and Traditional Method of teaching were not equally effective in terms of Achievement in Science of IX class students, Reasoning Ability, Scientific Creativity and Attitude towards Science. Inductive Thinking Model was more effective than the Traditional Method of teaching.
Keyword(s): Concept Attainment Model, Inductive Thinking Model, Science Education, Scientific Creativity, Attitude, Science Teaching, Achievement