ERIC Number: ED042660
Record Type: RIE
Publication Date: 1970-Mar-5
Reference Count: 0
The Interaction of Decision-Making Style, Teaching Strategy, and Decision-Making Content Material in Social Studies
Schwab, Lynne S.; Clegg, Ambrose A., Jr.
It is assumed that inference is at the heart of thinking and little is known about possible relationships between learners' decision-making styles and teaching strategies. Therefore, it was hypothesized that instructed children score higher on an inference test than those not instructed, and interactions occur between different decision-making styles and the reflective teaching strategy used in the instruction. Subjects were 42 white middle class fifth graders in two classes and two schools. A pre-, posttest 2x3 factorial design was used: experimental and control groups were divided into three categories of decision-making style --"overgeneralize, inference, and cautious" as determined by Hilda Taba's Social Studies Inference Test. The "reflective teaching strategy" consisted of a four week self-instructional programed package designed to develop reflective thinking. Analysis of test results revealed no significant differences between groups on scores associated with inference. Although an interaction pattern did emerge, it was not statistically significant. The interaction pattern suggests that children who do not have an inference decision-making style will need non-reflective teaching strategies to develop their inference abilities. (DJB)
Publication Type: N/A
Education Level: N/A
Authoring Institution: American Educational Research Association, Washington, DC.
Identifiers: Inference; Productive Thinking Program; Social Studies Inference Test
Note: Presented at the Annual Convention, American Educational Research Association, Minneapolis, Minn., March 5, 1970