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An Explication of a Path Model of Classroom Teaching: mediating effects of practical work on physics achievement
K. C. Cheung
1992
Source PublicationBritish Educational Research Journal
ABS Journal Level3
ISSN0141-1926
Volume18Issue:4Pages:423-433
Abstract

This article seeks to examine how laboratory and practical work mediates the effects of school provision and teaching style, via students' opportunity to learn the subject matter, on students' physics achievement. As a result of careful composition of variable constructs, a causal model of classroom physics teaching at the sixth form (grade 12) level in Hong Kong was explicated with high explanatory power and parsimonious structural relationships. This study drew its data from the second IEA International Science Study. Replications of the analyses across school systems and grade levels will be valuable for comparing instructional effectiveness and locating exemplary teaching practices. 1992 British Educational Research Association

DOI10.1080/0141192920180408
URLView the original
Language英语
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Document TypeJournal article
CollectionFaculty of Education
AffiliationFaculty of Education,University of Macau,Macao
First Author AffilicationFaculty of Education
Recommended Citation
GB/T 7714
K. C. Cheung. An Explication of a Path Model of Classroom Teaching: mediating effects of practical work on physics achievement[J]. British Educational Research Journal,1992,18(4):423-433.
APA K. C. Cheung.(1992).An Explication of a Path Model of Classroom Teaching: mediating effects of practical work on physics achievement.British Educational Research Journal,18(4),423-433.
MLA K. C. Cheung."An Explication of a Path Model of Classroom Teaching: mediating effects of practical work on physics achievement".British Educational Research Journal 18.4(1992):423-433.
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