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ERIC Number: ED044314
Record Type: RIE
Publication Date: 1970-Jul
Pages: 163
Abstractor: N/A
Reference Count: 0
The Effects on Short- and Long-Term Retention and on Transfer of Two Methods of Presenting Selected Geometry Concepts.
Scott, Joseph A.
The study was designed to investigate the effects on immediate acquisition, retention and transfer of two methods of presenting selected geometry concepts to sixth grade students. The effects of immediate acquisition and of transfer were measured immediately after presenting the lessons. The effects of retention were measured 1, 11, and 21 days after completion of the lessons. Two experiments were run. The first experiment considered the differential effects on short-and long-term retention of expository versus discovery methods of presenting the concepts. The second experiment investigated differential effects on immediate acquisition and transfer, of expository versus discovery methods of presenting the concepts. The results of these experiments showed that method of presentation did not differentially affect either immediate acquisition or transfer, but did differentially affect retention of the material in favor of th students who received lessons in the discovery mode. (Author/FL)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: Office of Education (DHEW), Washington, DC. Bureau of Research.
Authoring Institution: Wisconsin Univ., Madison. Research and Development Center for Cognitive Learning.