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ERIC Number: ED082950
Record Type: RIE
Publication Date: 1973-Mar
Pages: 8
Abstractor: N/A
Reference Count: 0
The Differential Effects of Concrete Props and Graphics in Instructional Material for First Grade Children of Varying Cognitive Structures.
Hibbard, K. Michael
The study attempted to show that the first grade child's learning in a new area must involve overt concrete experiences from which new ideas will be derived. Forty-nine students, assigned to six groups, were instructed on three scientific concepts. The verbal instruction technique was similar to that suggested in SCIS. The application segment involved actual manipulation of props and simple drawings. All tests were of the interview type modeled after Piaget's revised clinical techniques. General conclusions drawn include that while the first grader's science instruction must not be limited to pictures and reading, instruction must not be exclusively involved with actual manipulations of objects either. Diagnostic placement of a child into an instructional sequence with an appropriate ratio of manipulations/representations can be based on that child's cognitive structure in that area. (EB)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: N/A
Note: Paper presented at the annual meeting of the National Association for Research in Science Teaching (46th, Detroit, Michigan, March 1973)