ERIC Number: ED056985
Record Type: RIE
Publication Date: 1971-Sep
Reference Count: 0
The Effects of Teaching Prospective Teachers the Conditions for Rule Learning in the Social Sciences. Final Report.
Elmore, Randy F.
This study determined the effects of teaching prospective teachers Gagne's conditions for rule learning. Forty-eight students in the Social Sciences Methods Course for Elementary Teachers at Auburn University were randomly arranged in two groups. Both groups learned to develop a teaching unit to teach concepts, while only the experimental group received the conditions for rule learning treatment. This treatment consisted of a multi-level program called PROMOD. Following the treatment, the subjects in both the experimental and control groups were asked, as a posttest, to teach a child a social science concept from the "Man: A Course of Study" curriculum. Finally, videotapes of the teaching performances were analyzed by a team of observers. The major conclusions were that 1) there was a significant relationship between teaching prospective teachers the conditions for rule learning and their rule teaching behavior at the .01 level of significance, 2) there was not a significant relationship between the conditions for rule learning and the rule teaching behavior of prospective teachers who are not taught the conditions, and 3) there was not a significant relationship between the achievement level of prospective teachers as determined by grade point average and rule teaching performance. (Author/MBM)
Publication Type: N/A
Education Level: N/A
Sponsor: National Center for Educational Research and Development (DHEW/OE), Washington, DC.
Authoring Institution: Auburn Univ., AL.