A comparison of earth science classes taught by using original data in a research-approach technique versus classes taught by conventional approaches not using such data

A data-centered experimental unit, “Weather and Climate,” was used in 31 Connecticut earth science classrooms during the 1968-69 school year. This approach effected a significantly greater (.05 level) improvement in critical thinking than was achieved by a control group of 30 earth science classes not using such an approach. This improvement occurred without a loss of achievement in the earth science course.