NotesFAQContact Us
Collection
Advanced
Search Tips
ERIC Number: ED079037
Record Type: RIE
Publication Date: 1970
Pages: 203
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
A Comparison of the Effects of Four Teaching Strategies on the Acquisition, Retention, and Transfer of Selected Science Concepts in the Sixth Grade.
Pagano, Arnold Robert
Reported is a study to determine by comparison the effects of the following teaching strategies: (1) statements of science concepts by a teacher verbalized either initially in the lesson presentation or in a final summary statement, (2) final summary statements of science concepts verbalized by either teachers or pupils, and (3) statements of science concepts either verbalized or not verbalized. Twelve sixth-grade classes (359 students) were assigned to three groups based upon socio-economic background of parents. One of four teaching strategies selected for investigation was the basis of instruction for each class within the three groups. The strategies were designed to present almost identical training conditions. Criteria used to evaluate the outcomes of instruction included tests of initial learning, retention, and transfer of simple machine concepts. Included in the findings were: (1) teaching strategies in which concepts were verbalized in students' summary statements, or in which concepts were not verbalized, were significantly more advantageous than the other treatments; (2) teacher verbalization was essentially ineffective in producing significantly higher mean scores on measures of concept acquisition, retention, and transfer; and (3) no one of the teaching strategies was more advantageous for either sex. (EB)
University Microfilms, 300 North Zeeb Road, Ann Arbor, Michigan 48106 (Order No. 71-9745 M-$4.00 X-$10.00)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: N/A
Note: Ed.D. Dissertation, University of California, Berkeley