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ERIC Number: ED018810
Record Type: RIE
Publication Date: 1967-Jun
Pages: 201
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: N/A
PRECISION IN RESEARCH ON COMPLEX LEARNING AND TEACHING--THE MATHEMATICAL FORMULATION OF EDUCATIONAL RESEARCH QUESTIONS.
SCANDURA, JOSEPH M.
THE OBJECTIVE OF THIS RESEARCH WAS TO EXTEND, ELABORATE, AND IMPROVE THE SET-FUNCTION LANGUAGE (SFL). THE SFL IS A NEW SCIENTIFIC LANGUAGE FOR FORMULATING RESEARCH QUESTIONS ON MEANINGFUL LEARNING, FRAMED IN TERMS OF THE MATHEMATICAL NOTIONS OF SETS AND FUNCTIONS. IN THE FIRST PAPER, THE SFL IS DESCRIBED. ITS RELATION TO THE STIMULUS RESPONSE MEDIATION LANGUAGE (SR) IS DISCUSSED. A METHODOLOGY FOR ASSESSING WHAT IS LEARNED AND A REFORMULATION OF RESEARCH QUESTIONS, IN TERMS OF THE SFL AND THE RELATED ASSESSMENT METHODOLOGY, ARE PRESENTED. THE SECOND SECTION DEALS WITH EFFORTS TO REFINE AND EXTEND THE SFL. THE AUTHOR SHOWS HOW THE SFL AIDED IN THE DEVELOPMENT OF SOME RESEARCH, AND PROBLEMS CONCERNING RECEPTION AND DISCOVERY LEARNING, REVERSAL AND NONREVERSAL SHIFTS. PIAGETIAN CONSERVATION TASKS, AND SYMBOLIC AND CONCRETE LEARNING CAN BE REFORMULATED IN THE SFL. THE THIRD PAPER PROVIDES IN-DEPTH ANALYSES OF CERTAIN QUESTIONS RELATED TO MATH AND SCIENCE EDUCATION. THE NEXT SECTION CONTRASTS SFL AND SR FORMULATIONS OF SEVERAL MEANINGFUL LEARNING TASKS. THE FINAL PAPER GLEANS SOME OF THE HIGHLIGHTS OF BOTH THEORY AND EMPIRICAL RESEARCH BASED ON THE SFL. FUTURE DIRECTIONS FOR PSYCHOMATHEMATICS AND THE POSSIBLE RESULTS OF A MAJOR REFINEMENT OF THE SFL ARE DISCUSSED. THE AUTHOR WEIGHTS THE RESULTS, THE CONCLUSIONS, AND THE IMPLICATIONS OF THE PROJECT. (PS)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: Pennsylvania Univ., Philadelphia. Government Studies Center.
Identifiers: N/A