ERIC Number: EJ1076408
Record Type: Journal
Publication Date: 2015
Pages: 6
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1927-5250
EISSN: N/A
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
Canadian Center of Science and Education. 1120 Finch Avenue West Suite 701-309, Toronto, OH M3J 3H7, Canada. Tel: 416-642-2606; Fax: 416-642-2608; e-mail: jel@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/jel
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A