ERIC Number: ED021706
Record Type: RIE
Publication Date: 1967
Reference Count: N/A
The Relative Effectiveness of Reinforcement and Conflict Instruction in Developing the Ability to Separate Variables in Fifth and Sixth Grade Children.
Bredderman, Theodore Andrew
The relative effectiveness of two methods of instruction for teaching 5th and 6th grade students to separate variables in science activities isinvest gated. Randomly selected students from a particular school were test d until 27 who were unable to separate variables had been identified. These students were randomly assigned to three groups. Individual instruction which involved four one-half hour lessons during a four-week period was given to the students in two of the groups. The instructor emphasized reinforcement techniques with one group. A second group was exposed to a cognitive conflict approach. The control group received no instruction. All students were post-tested twice immediately following the instruction and one month later. Different forms of the same test were used in all phases of student evaluation. Results of this study revealed that although all three groups showed significant improvement, there was no significant difference in achievement a ong them. No difference in retention between the reinforcement and conflict groups was detected. Student IQ scores and their achievement in other areas of study correlated significantly with scores from the tests used in the study. (AG)
Descriptors: Academic Achievement, Cognitive Processes, Elementary School Science, Grade 5, Grade 6, Instruction, Learning, Physical Sciences, Reinforcement
University Microfilms, 300 North Zeeb Road, Ann Arbor, Michigan 48103 (Order No. 68-3499, MF $3.00, Xerography $9.70).
Publication Type: N/A
Education Level: N/A
Authoring Institution: Cornell Univ., Ithaca, NY.