ERIC Number: ED040945
Record Type: RIE
Publication Date: 1970-May
Reference Count: 0
The Relative Effects of Imitation Versus Problem Solving on the Acquisition of Inquiry Behavior by Intern Teachers.
Koran, John J., Jr.
This study was designed to observe the effect of two basic variations of a film mediated model on teacher trainees' acquiring the technique of asking questions that require thought before being answered; it attempted to discover whether the subjects could best learn this technique by watching it illustrated by a filmed model, or by engaging in actual problem solving. It was hypothesized that training conditions which provide the most information regarding inquiring questions and which require the fewest steps to induce this behavior, produce greater behavior change than those which provide less information and require more steps to induce criterion behavior; also that training by model imitation produces greater behavioral change as measured by teacher performance in microteaching situations than does problem solving training; and that problem solving training with fewer steps to solution produces greater behavior change than that with more steps. Seven treatment groups and two control groups were used, with a total of 118 subjects. The results supported a null hypothesis since the increased use of the desired behavior displayed by the treatment groups was not significantly different from the control group. Trainee behavior tended to change in the direction predicted by the information processing model used. Data suggest that training methods were differentially effective for trainees who scored high or low on the initial pretest. (Author/MBM)
Publication Type: N/A
Education Level: N/A
Sponsor: Office of Education (DHEW), Washington, DC.
Authoring Institution: Stanford Univ., CA. Stanford Center for Research and Development in Teaching.