A Comparison of Directed Discovery and Demonstration Strategies for Teaching Geographic Concepts and Generalizations.

Autor/in	Lahnston, Anton T.
Titel	A Comparison of Directed Discovery and Demonstration Strategies for Teaching Geographic Concepts and Generalizations.
Quelle	(1973), (12 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Tagungsbericht; Classroom Research; Concept Formation; Deduction; Discovery Learning; Educational Research; Geographic Concepts; Induction; Intelligence; Learning Processes; Learning Theories; Retention (Psychology); Social Studies; Speeches; Teacher Effectiveness; Teaching Methods; Transfer of Training + Suchen Sie Ihr Suchwort? Concept learning; Begriffsbildung; Deductive method; Deduktion; Deduktive Methode; Entdeckendes Lernen; Bildungsforschung; Pädagogische Forschung; Induktion; Induktive Methode; Intelligenz; Klugheit; Learning process; Lernprozess; Learning theory; Lerntheorie; Merkfähigkeit; Gemeinschaftskunde; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Teaching method; Lehrmethode; Unterrichtsmethode; Training; Transfer; Ausbildung
Abstract	Third grade pupils from a suburban school district were subjects of a study which examined the effects of two social studies teaching strategies, demonstration deductive and directed discovery inductive, and two intelligence levels as they affected mastery, immediate retention, immediate transfer, delayed retention, and delayed transfer. Three elementary teachers conducted the teaching and testing of a series of instructional lessons and mastery tests. It had been hypothesized that the demonstration strategy would be more efficient and aid subjects to mastery in fewer trials. It was found that the directed discovery group took fewer trails but the difference was not significant. It was also found that intelligence and the interaction between intelligence and strategy were nonsignificant factors related to trials to mastery. Recommendations based on the results are offered and it is concluded that if, as the study suggests, the demonstration approach is as effective as the directed discovery approach, then the use of the demonstration mode as a well organized strategy deserves greater attention in teaching. (Author/KSM)
Anmerkungen	Anton T. Lahnston, School of Education, Boston University, Commonwealth Ave., Boston, MA 02215
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01