Literaturnachweis - Detailanzeige
| Autor/inn/en | Klausmeier, Herbert J.; Feldman, Katherine Vorwerk |
|---|---|
| Institution | Wisconsin Univ., Madison. Research and Development Center for Cognitive Learning. |
| Titel | The Effects of a Definition and a Varying Number of Examples and Nonexamples on Concept Attainment. [Report No.: TR-280 |
| Quelle | (1973), (18 Seiten)
PDF als Volltext kostenfreie Datei |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Concept Formation; Concept Teaching; Definitions; Elementary School Mathematics; Geometric Concepts; Grade 4; Learning Theories; Research |
| Abstract | Fourth grade children read experimental lessons, each of which presented one of the following: (1) a concept definition and placebo material; (2) a rational set of examples and nonexamples of the concept and placebo material; (3) the definition, a rational set, and placebo material; or (4) the definition and three different rational sets. Control children read the placebo material only. Each experimental group performed significantly better than the controls; and children reading a lesson with a definition and three rational sets performed significantly better than those who received only a definition. The use of rational sets of concept instances and of a concept definition is validated as a powerful controllable variable in instructional material. (Author) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2004/1/01 |
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