ERIC Number: ED061175
Record Type: Non-Journal
Publication Date: 1972-Apr
Reference Count: 0
Conceptual Level As a Determinant of Teacher Behavior and Attitudes in a Non-Structured Type Learning Activity.
Oswald, Richard Charles; Broadbent, Frank W.
This study investigates the association between teacher conceptual level and teacher behavior and attitudes in a minimally-structured type learning activity. A sample was selected from a pool of student teachers in the elementary teacher training program at Syracuse University. Each was given a lesson which was an episode from a simulation prepared by a researcher. The teacher selected five students from the class who assumed the role of Town Board and discussed five options for expenditure of money and justified reasons for the chosen option. Upon completion of the taped lesson the teacher completed a questionnaire. Basic data was obtained through analysis of the taped lesson and questionnaire. The study suggests that all teachers are not equally successful in using simulation, and that conceptual level may be an important factor in teacher use in a simulations activity. It seems that minimally structured activities would be more satisfactorily used by high conceptual level teachers than by low conceptual level teachers. There is, however, no guarantee that the teacher will interpret or use the simulation activity for its intended purpose, and low conceptual level teachers may adapt it to suit their normal teaching behavior. (MJM)
Publication Type: N/A
Education Level: N/A
Authoring Institution: Syracuse Univ., NY.