Previous Attempts to Debunk the Mythical Retention Chart and Corrupted Dale's Cone

Autor/inn/en	Subramony, Deepak Prem; Molenda, Michael; Betrus, Anthony K.; Thalheimer, Will
Titel	Previous Attempts to Debunk the Mythical Retention Chart and Corrupted Dale's Cone
Quelle	In: Educational Technology, 54 (2014) 6, S.17-21 (5 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1962
Schlagwörter	Educational Research; Research Methodology; Validity; Data Collection; Data Analysis; Memory; Retention (Psychology); Auditory Stimuli; Visual Stimuli; Teaching Methods; Learning Processes; Learning Theories; Cognitive Processes; Verbal Communication; Learning Strategies; Citations (References); Misconceptions; Criticism; Educational Technology; Active Learning + Suchen Sie Ihr Suchwort? Bildungsforschung; Pädagogische Forschung; Research method; Forschungsmethode; Gültigkeit; Data capture; Datensammlung; Auswertung; Gedächtnis; Merkfähigkeit; Auditive Stimulation; Teaching method; Lehrmethode; Unterrichtsmethode; Learning process; Lernprozess; Learning theory; Lerntheorie; Cognitive process; Kognitiver Prozess; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Citations; Zitat; Missverständnis; Kritik; Unterrichtsmedien; Aktives Lernen
Abstract	Critics have been attempting to debunk the mythical retention chart at least since 1971. The earliest critics, David Curl and Frank Dwyer, were addressing just the retention data. Beginning around 2002, a new generation of critics has taken on the illegitimate combination of the retention chart and Edgar Dale's Cone of Experience--the corrupted cone. Because the corrupted cone has flared up in the literature of different fields, the authors tend to see a variety of firefighters trying to beat back the brush fires in their own particular fields, including teacher education, engineering education, and educational technology. The purpose of this article is to document some of the most significant critiques that have been offered over the years and comment on their scope and reach. (ERIC).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01