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ERIC Number: ED156441
Record Type: RIE
Publication Date: 1978-Apr
Pages: 16
Abstractor: N/A
Reference Count: 0
Actualizing Teaching Intentions by Some Concrete and Formal Operational Prospective Elementary School Teachers in Nigeria.
Ehindero, Olushola J.
In this study, 80 prospective elementary school teachers, having no teaching experience, were administered six Piagetian tasks in order to classify them as concrete or formal thinkers. They were then required to complete a series of teaching tasks consisting of two phases. Phase I required the subjects to prepare a lesson plan, arrange a series of instructional materials appropriate for several grade levels, and diagnose a series of learning difficulties. In Phase II, the subjects were required to execute their teaching plans. As a result, a significant relationship was found between levels of cognitive development and ability of the prospective elementary school teachers to identify and provide relevant instructional materials appropriate to the grade level to be taught. Thus, the subjects who were concrete operational provided materials that were mostly concrete. They provided more and varied materials that capitalized on the multi-sensory approach to learning. On the other hand, the formal operationals did very well in planning teaching strategies but were unable to effectively actualize their teaching intentions. (BB)
Publication Type: Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: N/A
Identifiers: Nigeria
Note: Paper presented at the annual meeting of the National Association for Research in Science Teaching (51st, Toronto, Canada, March 31 - April 2, 1978); Not available in hard copy due to marginal legibility of original document