Teaching science process skills: long-term effects on science achievement

On this follow-up study of Brotherton and Preece (1996), the long-term effects of teaching science with a special emphasis on process skills with Year 7, 8, and 9 classes were investigated. In a value-added analysis, a positive effect of the intervention on Year 8 males was found on examining subsequent GCSE science results. (The GCSE - General Certificate of Secondary Education - is a public examination taken by pupils in England and Wales at the end of Year 11.) This finding was interpreted in terms of the particular ' readiness' of this group to enculturation into practices involved in teaching and assessment at the GCSE level. (Autorenreferat).