ERIC Number: ED037800
Record Type: RIE
Publication Date: 1970-Mar
Reference Count: 0
Teaching Children to Indicate Uncertainty and to Discriminate Between Problematic and Nonproblematic Statements.
Sieber, Joan E.; And Others
This study explores the efficacy of two methods of teaching students, modeling and concept formation, to express warranted uncertainty in classroom discussions and in written work. The subjects were fifth graders from a lower middle class background who were divided into four groups: (1) a control group, (2) a group that observed a model express warranted uncertainty and receive reinforcement, (3) a group receiving concept training, and (4) a group receiving both modeling and concept training treatment. Concept training proved effective in teaching students to discriminate between kinds of problematic situations on pencil and paper tests, and modeling proved effective in teaching expression of warranted uncertainty in group discussions. The treatments used herein are readily usable in the classroom by teachers. (Author)
Publication Type: N/A
Education Level: N/A
Sponsor: Office of Education (DHEW), Washington, DC. Bureau of Research.
Authoring Institution: Stanford Univ., CA. Stanford Center for Research and Development in Teaching.