Literaturnachweis - Detailanzeige
| Autor/inn/en | Frey, Linda; Reigeluth, Charles M. |
|---|---|
| Institution | Syracuse Univ., NY. School of Education. |
| Titel | The Use of Sequence and Synthesis for Teaching Concepts. [Report No.: IDD&E-WP-5 |
| Quelle | (1981), (19 Seiten)
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| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Classification; College Students; Concept Teaching; Higher Education; Instructional Design; Intermode Differences; Sequential Approach; Synthesis; Teaching Methods |
| Abstract | In order to investigate the effects of sequence and synthesis in the teaching of taxonomically-related concepts, a study was conducted in which 27 students from Syracuse University were asked to examine printed instructions dealing with kinds of sailboats and then to respond to a test based on those instructions. The synthesizing structure employed in the instructions was a "kinds-conceptual" taxonomy which shows the relationship between concepts. Six versions of the instructions were employed: three with a general-to-detailed presentation sequence and three with a detailed-to-general sequence. Each set of three included a version without a synthesizer, a version with a synthesizer at the beginning, and a version with a synthesizer at the end. Statistical analysis was performed on the test scores of the students. Though the results did not support the hypothesis that a general-to-detailed sequence is superior to a detailed-to-general sequence, an interaction between synthesizer position and the sequence of instructions was found: learning relationships are facilitated when a synthesizer is presented before detailed-to-general instructions and after general-to-detailed instructions. A reference list, five figures, and two data tables are included. (Author/JL) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2004/1/01 |
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