TWO TYPES OF TEACHER-LEARNER INTERACTION IN LEARNING BY DISCOVERY. FINAL REPORT. [Report No.: BR-5-0580; [Report No.: R-59

Autor/in	TWELKER, PAUL A.
Institution	Oregon State System of Higher Education, Monmouth. Teaching Research Div.
Titel	TWO TYPES OF TEACHER-LEARNER INTERACTION IN LEARNING BY DISCOVERY. FINAL REPORT. [Report No.: BR-5-0580; [Report No.: R-59
Quelle	(1967), (106 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Ability; Achievement Tests; Arithmetic; Autoinstructional Aids; Discovery Learning; Experiments; Positive Reinforcement; Programed Instruction; Retention (Psychology); Small Group Instruction; Student Teacher Relationship; Teaching Methods; Transfer of Training + Suchen Sie Ihr Suchwort? Fähigkeit; Fertigkeit; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Addition; Arithmetik; Arithmetikunterricht; Rechnen; Selbstinstruierendes Material; Entdeckendes Lernen; Erprobung; Merkfähigkeit; Teaching method; Lehrmethode; Unterrichtsmethode; Training; Transfer; Ausbildung
Abstract	EXPERIMENTAL VARIABLES INTENDED TO REPRESENT A CONTINUUM OF REINFORCEMENT FOR SEARCHING BEHAVIOR WERE--REINFORCEMENT BY PRAISE ONLY (1), AND REINFORCEMENT BY PRAISE PLUS INDIRECT GUIDANCE ON HOW TO PROCESS INFORMATION AVAILABLE TO THE LEARNER (2). A THIRD INSTRUCTIONAL CONDITION REQUIRED MINIMUM TEACHER-LEARNER INTERACTION AND DIRECT PRESENTATION OF THE SAME INFORMATION INTENDED FOR DISCOVERY IN (1) AND (2). HIGHER SCORES ON CRITERION TRANSFER TESTS WERE HYPOTHESIZED FOR (1) AND (2) OVER (3) AND (1), RESPECTIVELY. A FACTORIAL DESIGN VARIED CONDITIONS AND THREE ABILITY LEVELS FOR 121 ELEMENTARY STUDENTS RANDOMLY ASSIGNED TO TREATMENTS. BOTH THE PROGRAM PRESENTATION AND STUDENT RESPONSES WERE AUTOMATED. GROUPS OF EIGHT STUDENTS WERE TAUGHT IN 45 MINUTE SESSIONS OVER THREE WEEKS. ANY STUDENT FAILING A TEST FRAME WAS BRANCHED INTO A REMEDIAL, "DIRECT PRESENTATION-TYPE" LOOP, BUT FAILURE OCCURRED ABOUT EQUALLY FOR EACH CONDITION. DEPENDENT VARIABLES WERE MEASURES OF LEARNING, TRANSFER, RETENTION, AND SAVINGS TRANSFER (TIME SAVED IN LEARNING NEW MATERIAL). SCORES FOR (1) WERE NOT HIGHER THAN THOSE FOR (3). FOR (2) AND (1), ONLY ONE TRANSFER TEST SHOWED SIGNIFICANT TREATMENT EFFECTS, BUT FOR MIDDLE ABILITY STUDENTS, THE DIFFERENCES WERE OPPOSITE TO THOSE HYPOTHESIZED. POSSIBLE EXPLANATIONS WERE--TOO SHORT PROGRAMS, TOO LOW A CRITERION LEVEL TO OBSERVE DIFFERENTIAL TRANSFER EFFECTS, AND GROUP INSTRUCTION PROBLEMS. (LH)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01