An Analysis of Changes in Associative Responses to Selected Science Concept Words by Seventh-Grade Pupils During Study in a Modern Science Curriculum.

Autor/in	Morris, Victor Doyle
Titel	An Analysis of Changes in Associative Responses to Selected Science Concept Words by Seventh-Grade Pupils During Study in a Modern Science Curriculum.
Quelle	(1970), (109 Seiten)Verfügbarkeit
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Concept Teaching; Doctoral Dissertations; Educational Research; General Science; Instruction; Learning Processes; Science Course Improvement Projects; Science Education; Secondary School Science + Suchen Sie Ihr Suchwort? Doctoral dissertation; Doctoral thesis; Doctoral theses; Dissertationsschrift; Bildungsforschung; Pädagogische Forschung; Teaching process; Unterrichtsprozess; Learning process; Lernprozess; Naturwissenschaftliche Bildung
Abstract	Reported is a preliminary effort at the development of a lesson-writing paradigm. Changes in the verbal behavior of seventh-grade pupils during their study of the first eight chapters of Volume 1 of the Intermediate Science Curriculum Study (ISCS, 1968) were related to the frequency of occurrence of the concept words in the instructional material. The information was to be used by curriculum writers in selecting, sequencing, and repeating essential verbal interrelations among the concept words in order to facilitate the acquisition of those concepts by pupils. Eight concept words were selected on the word association test. All pupils were given this test as both a pre- and posttest. An achievement posttest composed of items selected from ISCS was administered. Relatedness coefficients (RC) between stimulus word-pairs were calculated using the Garskoff-Houston method (1963). The posttest RC means were significantly higher than the pretest RC means (p less than .0001) indicating that the concept words were more interrelated after study than before. No linear relationship was found between posttest achievement and either the total number of responses or the number of stimulus words as responses on the word association pretest. The change in associative meaning of the concept words was shown by inspection of the differences between pretest and posttest response hierarchies. (Author/EB)
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC