Literaturnachweis - Detailanzeige
| Autor/inn/en | Burima-Siperko, Gloria M.; Moller, Carolyn U. |
|---|---|
| Titel | Comparison of Learning Theories Operationalized as Teaching Methods: Piagetian vs Behavioristic. |
| Quelle | (1982), (25 Seiten) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Monographie |
| Schlagwörter | Arithmetic; Comparative Analysis; Generalization; Kindergarten Children; Learning Theories; Primary Education; Self Concept; Teaching Methods |
| Abstract | The objective of this pilot study was to directly compare operationalizations of Piagetian and behavioristic learning theories in terms of acquired skills and transferability of knowledge acquired. It was hypothesized that, in a population of kindergarten children, (1) Piagetian and behavioristic methods would be equally effective in teaching addition, (2) the Piagetian method would be more effective than the behavioristic method with regard to transfer or generalization of mathematical concepts from addition to subtraction tasks, and (3) neither the Piagetian nor the behavioristic method of teaching would adversely affect the self-concepts of participating children. Subjects were 35 children of 5 to 6 1/2 years of age who had not yet entered the first grade and who had no previous training in addition or subtraction. Assignment to Piagetian, behavioristic, or control groups was by random selection, stratified by general academic ability, by kindergarten versus non-kindergarten attendance, and by which of two community schools the child attended. Each of the two experimental groups met with their respective teachers 3 days a week for 8 weeks for 45-minute Piagetian or behavioristic instructional sessions. Control group members continued their usual school or home activities. Results are discussed. (RH) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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