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ERIC Number: ED110323
Record Type: RIE
Publication Date: 1975-Mar
Pages: 18
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
The Effect of Mode of Instruction and Exposure Time to Examples on the Acquisition of a Biological Concept.
Koran, John J., Jr.; And Others
The purpose of this study was to determine which mode of instruction (deductive or inductive) and which time of exposure produced greatest student acquisition of a classificational concept. The population consisted of 385 high school students randomly assigned to classes at the beginning of the school year; subsequently, 21 classes were randomly assigned to one of the following conditions: inductive - 5 seconds; inductive - 8 seconds; inductive - 15 seconds; deductive - 5 seconds; deductive - 8 seconds; deductive - 15 seconds. A posttest only control group was used. Means and standard deviations for each treatment group were gathered. In addition, a 2 x 3 analysis of variance model was used comparing two treatment types (inductive-deductive) to three treatment times for each of twenty examples of monocots (5 seconds, 8 seconds, 15 seconds). The results indicated that when the concept to be taught is a classification one, the deductive method is the best approach. The results also indicated that longer exposure to the examples produced better results. Finally, this study provides an example of an experimental methodology which can be used to explore inductive-deductive methods of instruction. (Author/BR)
ERIC/SMEAC, The Ohio State University, 400 Lincoln Tower, Columbus, OH 43210 (on loan)
Publication Type: Speeches/Meeting Papers
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 (48th, Los Angeles, California, March 1975); Marginal legibility