Literaturnachweis - Detailanzeige
| Autor/in | Grubb, Patricia W. |
|---|---|
| Titel | A Comparison of Concept Age Gains of Kindergarten Children in Traditional and Twenty-First Century Classrooms. |
| Quelle | (2000), (41 Seiten)
PDF als Volltext kostenfreie Datei |
| Beigaben | Tabellen |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Hochschulschrift; Achievement Gains; Comparative Analysis; Computer Uses in Education; Concept Formation; Concept Teaching; Developmental Stages; Educational Technology; Fundamental Concepts; Kindergarten; Kindergarten Children; Learning Centers (Classroom); Primary Education; Student Improvement |
| Abstract | This study sought to determine whether kindergarten students in a "twenty-first century classroom" would have a greater gain in concept age than students in a traditional kindergarten classroom. Subjects were students, randomly assigned, in two kindergarten classrooms. The twenty-first century classroom incorporates five computers into the required centers to be completed daily by each student. The traditional kindergarten classroom uses the same daily center plans; however, the two computers in this classroom are used for free exploration and play after the other centers have been completed. Both the treatment (computer) and the control (traditional) groups were given the Bracken Basic Concept Scale test as a pretest, and 6 weeks later as a posttest. Statistical analysis of the data revealed a significant difference between the gain scores of the control group and the gain scores of the treatment group. Findings indicated that kindergarten students involved in daily, structured computer activities have a more significant increase in concept age than those kindergarten students in a more traditional setting. (Contains 52 references.) (Author/EV) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2004/1/01 |
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