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Peer reviewed Peer reviewed
ERIC Number: EJ172595
Record Type: CIJE
Publication Date: 1978
Pages: N/A
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: N/A
Experiential Concreteness and the Presentation of Value Dilemmas to Slow Learning Students
VanSickle, Ronald L.
Social Education, 42, 1, 64-6, Jan 78
An educational research project dealt with teaching slow learners to analyze their values related to public and private issues. Findings from a test sample of 75 ninth and tenth grade slow learning students indicated that the students did not exhibit greater understanding of value dilemmas when classroom projects dealing with the dilemmas were presented in a concrete rather than an abstract manner. (Author/DB)
Descriptors: Educational Problems, Educational Research, Performance Factors, Reading Comprehension, Secondary Education, Slow Learners, Social Studies, Teaching Methods, Values
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: N/A
Identifiers: N/A