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ERIC Number: ED079015
Record Type: RIE
Publication Date: 1971
Pages: 279
Abstractor: N/A
Reference Count: N/A
The Use of an Iterative Research Process to Improve a Method of Vocabulary Instruction in Tenth Grade Biology.
Barron, Richard Francis
Reported is a study of the efficacy of the vocabulary instruction method for tenth grade biology classes through the use of "iterative" research procedures. In the original vocabulary instruction, preteaching was given to assist students in independently analyzing, pronouncing, and determining at least partial meanings for unfamiliar words; and extension activities asked students to associate and relate vocabularies with common meanings. Four forms of activities were created in this instruction by conbining two conditions of directions with such two discussion conditions as having either interdependent or independent rewards. Analyses showed that expanded rather than original direction significantly enhanced learning of biological word relationships, but not of word meanings. Differential effects did not occur between the two discussion conditions, and no significant interactions were noted. Discussion, per se, either in entire class or in small groups, also made no difference. A modified instruction, developed on the basis of the present findings, did not differ from the original in terms of biochemistry content achievement. The modified method was fairly favorable for learning of word relationships and significantly for that of meanings. Applicability of iterative procedures in classroom-centered methods research was also determined. Further applications of the instruction method was recommended. (Author/CC)
University Microfilms, 300 North Zeeb Road, Ann Arbor, Michigan 48106 (Order No. 72-11,823, Microfilm $4.00, Xerography $10.00)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: N/A
IES Cited: ED502398
Note: Ph.D. Dissertation, Syracuse University