Literaturnachweis - Detailanzeige
| Autor/in | VOELKER, ALAN M. |
|---|---|
| Institution | Wisconsin Univ., Madison. Research and Development Center for Cognitive Learning. |
| Titel | THE RELATIVE EFFECTIVENESS OF TWO METHODS OF INSTRUCTION IN TEACHING THE CLASSIFICATIONAL CONCEPTS OF PHYSICAL AND CHEMICAL CHANGE TO ELEMENTARY SCHOOL CHILDREN. |
| Quelle | (1968), (45 Seiten)
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| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Chemistry; Cognitive Development; Concept Formation; Concept Teaching; Elementary School Science; Instruction; Learning; Teaching Methods |
| Abstract | REPORTED IS THE DETERMINATION OF THE RELATIVE EFFECTIVENESS OF TWO METHODS OF INSTRUCTION IN TEACHING CLASSIFICATIONAL CONCEPTS OF PHYSICAL AND CHEMICAL CHANGE TO ELEMENTARY SCHOOL CHILDREN. THROUGH TEACHER-DIRECTED DEMONSTRATION-DISCUSSION, STUDENTS IN GRADES 2-6 WERE INSTRUCTED IN THE CONCEPTS OF PHYSICAL AND CHEMICAL CHANGE WITH THE RESPONSIBILITY FOR FORMULATING AND STATING THE GENERALIZATION FOR PROPER CLASSIFICATION OF PHENOMENA RESTING WITH THE LEARNER IN ONE TREATMENT AND WITH THE TEACHER IN THE OTHER. CONCLUDED WERE THAT (1) THERE IS NO EFFECT DUE TO TREATMENT, (2) WHEN THE STUDENT'S LEVEL OF UNDERSTANDING OF THE CONCEPTS IS ASSESSED IN TERMS OF HIS ABILITY TO VERBALIZE, MATURATION AS REPRESENTED BY GRADE LEVEL IS A FACTOR, (3) THESE CONCEPTS CAN BE SUCCESSFULLY TAUGHT IN GRADE 6 WHEN THE INSTRUCTIONAL SEQUENCE IS EITHER OF THOSE UTILIZED IN THIS STUDY, (4) I.Q. AND PAST ACHIEVEMENT IN SCIENCE AND MATHEMATICS ARE NOT SIGNIFICANTLY RELATED TO THE ABILITY OF CHILDREN IN GRADES 2-6 TO FORMULATE THE CONCEPTS, AND (5) CHILDREN IN GRADES 2-6 DO NOT UTILIZE THE OPPORTUNITY TO ASK QUESTIONS TO CONFIRM THEIR CONCLUSIONS. (DS) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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