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ERIC Number: EJ1076408
Record Type: Journal
Publication Date: 2015
Abstractor: As Provided
Using Information Processing Theory to Teach Social Stratification to Pre-Service Teachers
Brown, Jennifer L.
Journal of Education and Learning, v4 n4 p19-24 2015
Information in context has meaning for the student, easily understood, easily retrieved, and successfully moves to long term memory. If information is not in context, rote memorization occurs with the less meaningful information, and information is not easily retrieved or successfully stored in long term memory. The purpose of this study was to determine if using a teaching simulation to teach social stratification can improve the students' knowledge of culture and knowledge of effective instructional practices using 21 incoming freshman students. This study used a mixed methods approach with journal entries and inventories. The results indicated the pre-service teachers felt the simulation allowed them to apply the classroom content within a direct learning experience.
Descriptors: Teaching Methods, Social Stratification, Preservice Teachers, Mixed Methods Research, Learning Experience, Simulation, Knowledge Base for Teaching, College Freshmen, Cultural Awareness, Journal Writing, Measures (Individuals), Student Attitudes, Pretests Posttests, Games, Intervention, Social Class, Attitude Measures, Teacher Education
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Authoring Institution: N/A
Grant or Contract Numbers: N/A