Cognitive interaction and learning in home economics classes

Learning outcomes as affected by teaching mode and field-dependence-independence

“…The format of Bloom* s taxonomy guided the development of achieve ment tests constructed by Nelson and Jacoby (1968) Kizer (1973) in a correlational study of classroom interaction, cognitive behavior sequences, and other selected variables with student learning, developed and categorized items using a classification system not unlike Bloom's which was devised by Brun (1970) for purposes of coding classroom interaction. Scrnie problems were reported by Kizer (1973) in gaining consensus on the coding of items, particularly in the recall category. This difficulty might have been predicted since the Brun definitions were descriptive of verbal behavior and more limiting than those of the Bloom (1956) works.…”

“…The procedure followed by Kizer (1973) The achievement criteria used in a study designed to test the hypothesis that concept method procedures produce greater acquisition, transfer, and retention of knowledge than expository method procedures were tests of concept acquisition and concept retention (Hoover & Cauble, 1974). The N on which split-half reliability coefficients of .80 for the former and .85 for the latter tests were based was not re ported, nor was the number of items reported for either multiple choice test.…”

“…The item format included various length multiple option items, short answer, and matching types. Interpretation of graphic representations seemed essential to most of the items.While theTanner (1968) study was apparently free of the short comings of treatments yielding similar learner classroom behavior, a problem noted earlier in theKizer (1973) study, the format of the test questions may have confounded Tanner's results. As was mentioned, the items relied heavily upon graphic representation.…”