ERIC Number: ED337064
Record Type: RIE
Publication Date: 1991
Teaching Undergraduates To Think about Ways To Accommodate Student Differences through Guided Inquiry.
Clements, Andrea D.
This study was designed to demonstrate whether students attain a higher level of learning when they are required to synthesize information through a process of inquiry and believe they will be evaluated with essay questions. The control section of an introductory educational psychology class was taught about accommodating student differences, through the use of lecture, writing important terms on a blackboard, and allowing students to ask questions during the lecture period. The experimental section was taught the same material but through a process of guided inquiry. A comparative evaluation was conducted using an essay question and an attitude questionnaire. Analysis of the results showed that neither the essay nor the attitude measure revealed significant differences between the experimental and control classes. It was felt that this is because guided inquiry requires more instructional time than the lecture method, but both teaching methods were allotted equal time. Contains eight references. (GLR)
Publication Type: Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Note: Paper presented at the Annual Meeting of the Mid-South Educational Research Association (New Orleans, LA, November 1991).