ERIC Number: ED073702
Record Type: RIE
Publication Date: 1973-Jan-30
Reference Count: 0
Methodology for the Sequencing of Instances in Classroom Concept Teaching.
Tennyson, Robert D.; Boutwell, Richard C.
The instructional design presented in this article discusses a procedure for arranging and sequencing examples and nonexamples for concept teaching in the classroom. Concepts are divided into two types: definition and observation. A definition concept is one in which the critical attributes are determined by the definition, e.g., war. Observation characteristics have measurable or observable physical characteristics. Characteristics of a concept are either relevant (i.e., basic), or irrelevant. Discrimination between concept classes can be illustrated by use of a Venn diagram. Examples of concepts and concept classes are either convergent (their irrelevant attributes are as similar as possible) or divergent (their irrelevant attributes are as different as possible). The most effective relationship between examples and nonexamples of a concept is matched: that is, an example and a nonexample have similar irrelevant attributes. In that case, the only difference between them is the critical attributes of the concept. Examples of concepts can also be discriminated between on the grounds of whether they are easy or hard. (JK)
Publication Type: N/A
Education Level: N/A
Authoring Institution: Florida State Univ., Tallahassee. Computer-Assisted Instruction Center.
Note: Tech Memo Number 76