Methodology for the Sequencing of Instances in Classroom Concept Teaching.

Autor/inn/en	Tennyson, Robert D.; Boutwell, Richard C.
Institution	Florida State Univ., Tallahassee. Computer-Assisted Instruction Center.
Titel	Methodology for the Sequencing of Instances in Classroom Concept Teaching.
Quelle	(1973), (22 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Concept Formation; Concept Teaching; Definitions; Generalization; Instructional Design; Sequential Learning; Teaching Methods + Suchen Sie Ihr Suchwort? Concept learning; Begriffsbildung; Begriffsbestimmung; Lesson concept; Lessonplan; Unterrichtsentwurf; Didaktische Sequenzierung; Lernsequenz; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	The instructional design presented in this article discusses a procedure for arranging and sequencing examples and nonexamples for concept teaching in the classroom. Concepts are divided into two types: definition and observation. A definition concept is one in which the critical attributes are determined by the definition, e.g., war. Observation characteristics have measurable or observable physical characteristics. Characteristics of a concept are either relevant (i.e., basic), or irrelevant. Discrimination between concept classes can be illustrated by use of a Venn diagram. Examples of concepts and concept classes are either convergent (their irrelevant attributes are as similar as possible) or divergent (their irrelevant attributes are as different as possible). The most effective relationship between examples and nonexamples of a concept is matched: that is, an example and a nonexample have similar irrelevant attributes. In that case, the only difference between them is the critical attributes of the concept. Examples of concepts can also be discriminated between on the grounds of whether they are easy or hard. (JK)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01