Literaturnachweis - Detailanzeige
| Autor/inn/en | Schwab, Lynne S.; Clegg, Ambrose A., Jr. |
|---|---|
| Institution | American Educational Research Association, Washington, DC. |
| Titel | The Interaction of Decision-Making Style, Teaching Strategy, and Decision-Making Content Material in Social Studies |
| Quelle | (1970), (15 Seiten)
PDF als Volltext kostenfreie Datei |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Cognitive Development; Decision Making Skills; Elementary School Students; Grade 5; Individual Differences; Problem Solving; Productive Thinking; Programed Instruction; Social Studies; Student Characteristics; Teaching Methods |
| Abstract | It is assumed that inference is at the heart of thinking and little is known about possible relationships between learners' decision-making styles and teaching strategies. Therefore, it was hypothesized that instructed children score higher on an inference test than those not instructed, and interactions occur between different decision-making styles and the reflective teaching strategy used in the instruction. Subjects were 42 white middle class fifth graders in two classes and two schools. A pre-, posttest 2x3 factorial design was used: experimental and control groups were divided into three categories of decision-making style --"overgeneralize, inference, and cautious" as determined by Hilda Taba's Social Studies Inference Test. The "reflective teaching strategy" consisted of a four week self-instructional programed package designed to develop reflective thinking. Analysis of test results revealed no significant differences between groups on scores associated with inference. Although an interaction pattern did emerge, it was not statistically significant. The interaction pattern suggests that children who do not have an inference decision-making style will need non-reflective teaching strategies to develop their inference abilities. (DJB) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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