ERIC Number: ED229284
Record Type: RIE
Publication Date: 1968-Feb-9
Reference Count: 0
The Effect of Student Characteristic-Teaching Method Interactions on Learning to Think Critically.
Shaver, James P.; Oliver, Donald W.
The relationship among teaching methods, student personality traits, and learning outcomes was investigated in this study involving 125 7th and 8th grade students who were being taught to think critically about public controversy. While background material was presented to all students uniformly, students were assigned to two different types of discussion groups, socratic and recitation, for the discussion of short cases presenting public policy decisions. In the socratic discussions students were forced to take positions and defend them. The recitation discussions emphasized the nonpersonal discussion of various dimensions of the issue posed by the case. Personality measures were administered to the students. Interactions were measured using a variety of tests. Findings do not indicate stability of interaction patterns in the sense that certain personality variables consistently interacted with the two discussion styles investigated. There is a strong suggestion that the appropriateness of the teaching method depends not only on the student's personality traits, but on the learning outcome to be measured. (RM)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Sponsor: Office of Education (DHEW), Washington, DC.
Authoring Institution: N/A
Identifiers: Socratic Method
Note: Paper presented at the Annual Meeting of the American Educational Research Association (Chicago, IL, February 9, 1968).