The Effect of an Advanced Organizer and the Predictive Ability of Micro-Learning Tasks When Utilized with Carefully Sequenced Audio-Tutorial Units.

Autor/in	Kahle, Jane Butler
Titel	The Effect of an Advanced Organizer and the Predictive Ability of Micro-Learning Tasks When Utilized with Carefully Sequenced Audio-Tutorial Units.
Quelle	(1971), (145 Seiten)Verfügbarkeit
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Hochschulschrift; Advance Organizers; Biological Sciences; College Science; Doctoral Dissertations; Educational Research; Elementary School Teachers; Higher Education; Individualized Instruction; Learning Processes; Preservice Teacher Education; Programed Instruction; Science Education + Suchen Sie Ihr Suchwort? Lernmaterial; Abwasserbiologie; Doctoral dissertation; Doctoral thesis; Doctoral theses; Dissertationsschrift; Bildungsforschung; Pädagogische Forschung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Hochschulbildung; Hochschulsystem; Hochschulwesen; Individualisierender Unterricht; Learning process; Lernprozess; Lehramtsstudiengang; Lehrerausbildung; Naturwissenschaftliche Bildung
Abstract	Four audio-tutorial units were developed as part of this study to determine the effectiveness of the use of advanced organizers, based on Ausubel's theories, for meaningful learning experiences. In this study an advanced organizer was developed and given to half of the subjects prior to the instructional sequence. A series of micro-learning tasks, problem solving situations, was developed to assess the presence of concepts, generalizations, skills and processes in the learner's cognitive structure. Students taking a biology course for elementary education majors were divided randomly into the two treatment groups. All subjects received four micro-teaching tasks and all received the same learning materials in four audio-tutorial units. Data were analyzed for effectiveness of the advanced organizers by analysis of variance and by simple and multiple correlations. Under the experimental conditions no significant differences were found due to the advanced organizers. Multiple correlations were utilized to examine the effects of the micro-learning tasks. These tasks were found to be predictors for the criterion of the hour exam. Low predictive ability was found in the study but an increase was indicated for use of well defined micro-learning tasks. (Author/EB)
Anmerkungen	University Microfilms, 300 North Zeeb Road, Ann Arbor, Michigan 48106 (Order No. 72-7974, MF-$5.00, Xerography-$11.00)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC