ERIC Number: ED355137
Record Type: RIE
Publication Date: 1991
The Effect of Economics Instruction on Economic Reasoning: A Comparison of Verbal, Imaginal, and Integrated Teaching-Learning Strategies.
Laney, James D.; And Others
This study applied brain lateralization research and a model of generative teaching and learning to economic education. The purpose of this study was to determine the effect of verbal-only, imagery-only, and integrated (verbal-to-imaginal) strategies on fifth graders' proclivity to use economic reasoning (i.e. cost-benefit analysis) in personal decision-making situations. The study involved 66 fifth-graders, each randomly assigned to 3 treatment conditions, namely, instruction on cost-benefit analysis using: (1) a verbal-only strategy; (2) an imagery-only strategy; and (3) an integrated (verbal-to-imaginal) strategy. All treatment groups received imagery training prior to economics instruction. At pretest, immediate posttest, and delayed posttest (6 weeks after instruction), students were asked to respond in writing to a hypothetical decision-making situation not seen during instruction. Each response was scored by two expert judges in terms of a three-level hierarchy of economic reasoning. A one-way ANOVA revealed no statistically significant differences among the three treatment group means at pretest. All groups showed statistically significant increases in economic reasoning scores from pretest to immediate posttest, and these increases were maintained across all groups at delayed posttest. A set of planned comparisons showed no statistically significant differences between the three treatment group means at immediate or delayed posttest, but results were in the expected direction. At immediate and delayed posttest, the mean economic reasoning scores of the integrated (verbal-to-imaginal) strategy groups was slightly more than the mean score of the verbal strategy group. In addition, the mean economic reasoning score of the verbal-only strategy group exceeded the mean economic reasoning score of the imagery-only strategy group. The results of the study were consistent with generative learning theory. They suggested that teacher elaborations and student generations of all kinds (verbal-only, imagery-only, and integrated--verbal-to-imaginal) can be used to enhance and maintain fifth-graders' economic reasoning in personal decision-making situations. A list of references and a number of tables of statistical data are included. (Author/DB)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Sponsor: Meadows Foundation, Dallas, TX.
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the National Council for the Social Studies (Washington, DC, November 22, 1991).