ERIC Number: ED074070
Record Type: RIE
Publication Date: 1973-Mar
Reference Count: 0
The Role of the Teacher in Student-Directed Learning. Final Report.
Silberman, Melvin L.; Allender, Jerome S.
This research determined the viability of three alternative teaching designs which encouraged student involvement and inquiry activity: a) teacher-guided, b) group-planned, and c) individually oriented. Each of the three designs was assigned to two sections of an educational psychology course. The remaining two sections served as a control group. The variables studied were involvement behavior, evaluative attitude toward the course, course impact, and inquiry resolution skill. These variables were measured by the Involvement Behavior Questionnaire (IBQ), Course Description (CD), Inquiry Fluency Task (IFT), and Inquiry Resolution Task (IRT). Results indicated that all three designs were viable alternative teaching methods. Students in the experimental group were consistently superior to the control groups in terms of the variables measured. Minor advantages and disadvantages were uncovered for each design; however, the individually oriented design had the most impressive results. (The appendixes present the IBQ, CD, IFT, and IRT. Fourteen tables of data are also included.) (Author/BRB)
Publication Type: N/A
Education Level: N/A
Sponsor: National Center for Educational Research and Development (DHEW/OE), Washington, DC. Regional Research Program.
Authoring Institution: Temple Univ., Philadelphia, PA. Dept. of Psychoeducational Processes.