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AutorenSilberman, Melvin L.; Allender, Jerome S.
InstitutionTemple Univ., Philadelphia, PA. Dept. of Psychoeducational Processes.
TitelThe Role of the Teacher in Student-Directed Learning. Final Report.
Quelle(1973), (47 Seiten)
PDF als Volltext    Verfügbarkeit 
Dokumenttypgedruckt; online; Monographie
SchlagwörterIndividualized Instruction; Instructional Design; Learning Activities; Questioning Techniques; Small Group Instruction; Teacher Influence; Teacher Role; Teaching Methods
AbstractThis research determined the viability of three alternative teaching designs which encouraged student involvement and inquiry activity: a) teacher-guided, b) group-planned, and c) individually oriented. Each of the three designs was assigned to two sections of an educational psychology course. The remaining two sections served as a control group. The variables studied were involvement behavior, evaluative attitude toward the course, course impact, and inquiry resolution skill. These variables were measured by the Involvement Behavior Questionnaire (IBQ), Course Description (CD), Inquiry Fluency Task (IFT), and Inquiry Resolution Task (IRT). Results indicated that all three designs were viable alternative teaching methods. Students in the experimental group were consistently superior to the control groups in terms of the variables measured. Minor advantages and disadvantages were uncovered for each design; however, the individually oriented design had the most impressive results. (The appendixes present the IBQ, CD, IFT, and IRT. Fourteen tables of data are also included.) (Author/BRB)
Erfasst vonERIC (Education Resources Information Center), Washington, DC
Update1973/3/07
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