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ERIC Number: ED129561
Record Type: RIE
Publication Date: 1975-Mar
Pages: 30
Abstractor: N/A
Reference Count: 0
Concept Formation as a Function of Instructional Procedure or What Results from Ineffective Teaching.
Herron, J. Dudley; And Others
This investigation was designed to test the hypothesis that the nature of the concept learned by a student is a function of the mode of instruction. Written materials were prepared to teach the concept "mib" to students in a remedial chemistry course. One set of materials presented the concept through a programmed text format consisting of 26 frames which presented the student with a figure and asked if the figure represented a mib; feedback for the frames enabled the student to determine the characteristics of the concept. Another set presented a verbal definition of a mib, a single example, and the instruction for the student to draw 26 mibs. A third set included a verbal definition, no example, and 26 illustrations from which the student selected examples of mibs. Materials were randomly distributed to 150 students. Two days later, students were asked to identify mibs in 20 illustrations and write a definition of a mib. Results indicated that the students who were given a definition developed a different concept than those students who learned the concept through multiple discrimination in the programmed format, indicating that a variety of learning activities are needed for adequate learning of concepts. (Author/MH)
Publication Type: Reports - Research
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 17-20, 1975); Contains occasional marginal legibility in Appendices