The Effectiveness of Three Methods of Teaching Social Studies Concepts to Fourth-grade Students: An Aptitude-Treatment Interaction Study

McKinney, C. Warren; Larkins, A. Guy; Ford, Mary Jane; Davis, John C.

doi:10.3102/00028312020004663

Cited by 12 publications

(4 citation statements)

References 9 publications

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“…The importance of developing procedural knowledge in concept learning has been reported in two studies by McKinney and associates (McKinney, Larkins, Ford, & Davis, 1983;McKinney, Larkins, Peddicord, & Ford, 1981). Using a social studies task consisting of three lessons in arable land, tertiary production, and cultural diffusion for elementary school students, these studies tested the Merrill and Tennyson model against Gagne's model (described earlier as a concept-assimilation theory) and the reading-recitation method.…”

Section: Concept Acquisitionmentioning

confidence: 84%

An Empirically Based Instructional Design Theory for Teaching Concepts

Tennyson

Cocchiarella²

1986

Review of Educational Research

150

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An instructional design theory for concept teaching is presented. The theory is based on direct empirical validation from a programmatic line of instructional systems research. Concept learning is viewed as a two-phase process: (a) formation of conceptual knowledge and (b) development of procedural knowledge. Two fundamental components of the proposed theoretical model are content structure variables and instructional design variables. A rational combination of these components, based on a content analysis that takes into account the learning model, provides the means for the selection of one of four basic instructional design strategies. Research studies that contribute to the model are reviewed, and the model is described with reference to instructional methods and cognitive processes.

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Section: Concept Acquisitionmentioning

confidence: 84%

An Empirically Based Instructional Design Theory for Teaching Concepts

Tennyson

Cocchiarella²

1986

Review of Educational Research

150

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“…When building knowledge and concepts it is extremely important to present children with examples and, at the same time, non-examples in order to facilitate concept formation in a swifter and fuller way (Klausmeier & Feldman, 1975;McKinney, Larkins, Ford & Davis, 1983). In mathematics education, the use of examples and non-examples has been intensively studied in the context of geometric concept acquisition (Cohen & Carpenter, 1980;Petty & Jansson, 1987;Vinner, 1991;Wilson, 1986).…”

Section: Examples and Non-examplesmentioning

confidence: 99%

The ability of second graders to identify solids in different positions and to justify their answer

Sarfaty

Patkin

2013

Pythagoras

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From a young age children feel the need to identify two-dimensional geometric figures (shapes) and three-dimensional geometric figures (solids). The National Council of Teachers of Mathematics indicates the importance of being able to identify and name various geometric figures by kindergarten age. One of the objectives of this study was to learn the ability of second graders to identify examples and non-examples of three generally known solids: cylinder, cone and pyramid, and to justify their identification based on the attributes (critical and non-critical) of those solids. Another objective was to find out whether changing the position of the solids would result in those children maintaining their decisions regarding the name or changing their identification of the solids, giving arguments accordingly. Findings of this study illustrate that children can identify and characterise solids presented to them in a typical position. However, they find it difficult to correctly identify the same solids in another position. An interesting finding was that most of the arguments given to justify their identification were based on the specific attributes of the solid rather than on the perception of the solids in general. Findings of the present study suggest that it is highly important for learners to be acquainted with a variety of both non-examples and examples of solids. Moreover, it is recommended that solids are presented to learners not only in the typical position, in order to improve their ability to identify them and understand that the name of the figure does not change when its position changes

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“…Conditions of learning had been applied to teaching both adults and children a variety of disciplines including Library and Information Science, Computer science and Health (Martin, Klein, & Sullivan, 2004; McKinney, Larkins, Ford, & Davis, 1983; Surprenant, 1982). A number of studies suggest that conditions of learning or some of its components (e.g., events of learning) is effective in facilitating students' learning outcomes (Martin et al, 2004; Yen, 1987).…”

Section: Introductionmentioning

confidence: 99%

The Effect of training on biologists acceptance of bioinformatics tools: A field experiment

Shachak¹,

Fine²

2008

J. Am. Soc. Inf. Sci.

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A recent development in biological research is the emergence of bioinformatics, which employs novel informatics techniques to handle biological data. Although the importance of bioinformatics training is widely recognized, little attention has been paid to its effect on the acceptance of bioinformatics by biologists. In this study, the effect of training on biologists' acceptance of bioinformatics tools was tested using the technology acceptance model (TAM) as a theoretical framework. Ninety individuals participated in a field experiment during seven bioinformatics workshops. Pre-and post-intervention tests were used to measure perceived usefulness, perceived ease of use, and intended use of bioinformatics tools for primer design and microarray analysis-a simple versus a complex tool that is used for a simple and a complex task, respectively. Perceived usefulness and ease of use were both significant predictors of intended use of bioinformatics tools. After hands-on experience, intention to use both tools decreased. The perceived ease of use of the primer design tool increased but that of the microarray analysis tool decreased. It is suggested that hands-on training helps researchers to form realistic perceptions of bioinformatics tools, thereby enabling them to make informed decisions about whether and how to use them.

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The Effectiveness of Three Methods of Teaching Social Studies Concepts to Fourth-grade Students: An Aptitude-Treatment Interaction Study

Cited by 12 publications

References 9 publications

An Empirically Based Instructional Design Theory for Teaching Concepts

An Empirically Based Instructional Design Theory for Teaching Concepts

The ability of second graders to identify solids in different positions and to justify their answer

The Effect of training on biologists acceptance of bioinformatics tools: A field experiment

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