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ERIC Number: ED054862
Record Type: RIE
Publication Date: 1970
Pages: 9
Abstractor: N/A
Reference Count: 0
Inductive Versus Deductive Teaching: Strategies with High and Low Divergent Thinkers.
Barrish, Bernard
This study was undertaken to determine the relationships among levels of divergent thinking and the differential effectiveness of inductive and deductive teaching strategies. It was hypothesized that high divergent subjects would score higher under the inductive-guided discovery strategy than under the deductive-reception strategy while the opposite would be true for the low divergent students. Subjects were 128 fourth, fifth and sixth grade subjects who had scored over 100 on a Lorge-Thorndike IQ test. Verbal Form A of the Torrance Tests of Creative Thinking was used to determine the levels of children's creative thinking. The pupils were assigned to either an inductive-guided discovery instructional strategy group or a deductive-reception instructional strategy group. Initial subject matter was familiar. A test of acquisition was given after a 20-day experimental period; a test of retention 20 days after the first test. Data was analyzed by multiple regression analysis used and analysis of covariance was computed to test the differences by treatment in the criterion tests. Conclusions were: (1) levels of divergent production as measured by the verbal test of Torrance were not related to children's initial learning or retention or mathematical generalizations no matter what the style of presentation; and (2) for the learning of low cognitive mathematical material, the deductive-reception strategy proved superior to the inductive-guided discovery strategy. Statistical tables are included. (Author/AJ)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: N/A
Identifiers: Torrance Tests of Creative Thinking