Evaluation of a Practical Procedure for Sequencing Pictorial Classification Tasks in Science.

Autor/inn/en	Holliday, William G.; Partridge, Louise A.
Titel	Evaluation of a Practical Procedure for Sequencing Pictorial Classification Tasks in Science.
Quelle	(1975), (19 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Tagungsbericht; Educational Research; Elementary Education; Elementary School Science; Instruction; Learning Processes; Science Education; Sequential Learning; Serial Learning; Symbolic Learning; Teaching Methods; Visual Aids + Suchen Sie Ihr Suchwort? Bildungsforschung; Pädagogische Forschung; Elementarunterricht; Teaching process; Unterrichtsprozess; Learning process; Lernprozess; Naturwissenschaftliche Bildung; Didaktische Sequenzierung; Lernsequenz; Serielles Lernen; Symboldidaktik; Teaching method; Lehrmethode; Unterrichtsmethode; Anschauungsmaterial
Abstract	The purpose of this study was to evaluate a practical procedure for determining the optimum sequencing of pictorial classification tasks in science using mean difficulty indices generated by a standard sample of grade two students. Acquisition of such skills can affect the learner's performance on subsequent material and the teacher's efforts in diagnosing specific learner problems. It was predicted that: (1) an ascending order of difficulty in the sequence would be more effective than a random order and (2) a random order of task difficulty would be a more effective sequence than a descending order. Fifty-one grade two subjects constituted the standard sample. The experimental sample was composed of another group of 134 second grade subjects from the same school and from a nearby school. Subsequently, the experimental subjects were randomly assigned to three treatment groups of ascending, randomized and descending orders of task difficulty. The effects of three presentation sequences of the science tasks were experimentally evaluated in terms of total student performance. The results indicated that a highly consistent series of a pictorial classification tasks sequenced in an ascending order of difficulty was more effective than a random order and that a random order was more effective than a descending order of difficulty. (Author/BR)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01