ERIC Number: ED260993
Record Type: RIE
Publication Date: 1985-Apr
Reference Count: 0
Effectiveness of Four Concept Teaching Strategies on Social Studies Concept Acquisition and Retention.
Yoho, Roger F.
The findings of this study support the position that well designed and implemented concept lessons are more effective in facilitating concept acquisition and retention than the conventional means of teaching concepts presented in social studies textbooks. Participating in the study were 147 students randomly assigned to a two-day treatment condition within six ninth-grade world history classes. The treatment consisted of four teaching strategies and a control group. Results showed that all four teaching strategies were more effective in presenting concepts to students than the exposure to concepts that students received by only reading their textbook. The strategy that was most effective by far was the one that emphasized prototype formation by focusing on a clear case of the concept being taught and elaborating on that clear case by contrasting it with newly encountered examples. It was also found that more capable readers scored higher than less capable readers, and that males scored higher than females. (RM)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (69th, Chicago, IL, March 31-April 4, 1985).