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ERIC Number: ED003627
Record Type: RIE
Publication Date: 1964-Jun
Pages: 83
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
INVESTIGATIONS OF THINKING VIA SELF-INSTRUCTIONAL PROGRAMS.
BRIGGS, LESLIE J.; AND OTHERS
OBJECTIVES OF THIS STUDY WERE (1) TO STIMULATE THINKING ON THE PART OF STUDENTS BY EMPLOYING NEW FORMS OF AUTOINSTRUCTIONAL SEQUENCES AND (2) TO SEEK INCREASED UNDERSTANDING OF THOUGHT PROCESSES. IN PHASE ONE LINEAR PROGRAMS WERE ANALYZED TO IDENTIFY CHARACTERISTICS OF THOSE PROGRAMS THAT INCREASED ACTIVE RESPONSE BY THE STUDENT. THE ANALYSES SUGGESTED THERE SHOULD BE VARIATIONS IN STYLE OF SEQUENCES WITHIN PROGRAMS TO (1) DIFFERENTIALLY ESTABLISH NEW LEARNING, (2) PROVIDE REVIEW TO ENHANCE RETENTION, AND (3) GIVE MORE PRACTICE TO THE STUDENT IN ORGANIZING AND CONSOLIDATING NEW LEARNINGS. FROM THE RATIONALE DEVELOPED SOME NEW PROGRAMING FORMATS WERE DEVISED. IN PHASE TWO, SOME OF THE NEW FORMATS IN WORKBOOK FORM WERE COMPARED IN CLASSROOM SITUATIONS. IN PHASE THREE, CLOSER OBSERVATION AND MORE CONTROL OF CONDITIONS WAS ACHIEVED BY WORKING WITH INDIVIDUAL STUDENTS USING TEACHING MACHINES. RESULTS SHOWED THAT SUPPLEMENTARY PRACTICE STUDY PRODUCED NO BETTER RESULTS ON A CRITERION TEST THAN ADDITIONAL STUDY OF THE BASIC LESSON. PROBLEM-SOLVING PERFORMANCE APPEARED MORE CLOSELY RELATED TO TIME SPENT IN STUDY THAN TO VARIATIONS IN HOW THE STUDY WAS DIRECTED. KNOWLEDGE OF PRINCIPLES COUPLED WITH THE STUDENT'S OWN ABILITY APPEARED TO BE THE TWO MAIN FACTORS IN SUCCESSFUL PROBLEM SOLUTION. (AL)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: N/A
Identifiers: CALIFORNIA; California (Palo Alto)