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ERIC Number: ED128225
Record Type: RIE
Publication Date: 1976
Pages: 157
Abstractor: N/A
Reference Count: 0
The Effect of Intensive Instruction in Hypothesis Generation Upon the Quantity and Quality of Hypotheses and the Quantity and Diversity of Information Search Questions Contributed by Ninth Grade Students.
Pouler, Chris Aemil
Subjects selected from all the ninth grade intact science classes of a suburban junior high school were assigned to either a control group or one of four intensive instruction groups. The procedures for each instructional group included both watching a discrepant event until six acceptable hypotheses were written and individual discussion during which the investigator evaluated each of the six hypotheses according to standards that reflected the type of reinforcement and instruction the student received. The seven dependent variables determined by this study were: both the quantity and quality of written hypotheses following intensive instruction, both the quantity and diversity of written information search questions following intensive instruction, the diversity of information search questions during the group discussion, and both the quantity and quality of written hypotheses after the group discussion. The conclusions included: (1) participants who received intensive instruction which emphasized either differentiated reinforcement, criteria, or both, generated a higher quality of written hypotheses, following intensive instruction, than participants who received undifferentiated reinforcement or no intensive instruction; and (2) no form of hypothesis generation intensive instruction improves the participants' ability to generate a greater quantity or diversity of written information search questions following intensive instruction. (Author/MH)
Publication Type: Dissertations/Theses
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: N/A
Note: Ph.D. Dissertation, University of Maryland; Contains light and broken type throughout