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The Effects on Short- and Long-Term Retention and on Transfer of Two Methods of Presenting Selected Geometry Concepts [microform] / Joseph A. Scott
Bib ID 5212803
Format BookBook, MicroformMicroform, OnlineOnline
Author
Scott, Joseph A
 
Online Versions
Description [Washington, D.C.] : Distributed by ERIC Clearinghouse, 1970 
163 p. 
Summary

The study was designed to investigate the effects on immediate acquisition, retention and transfer of two methods of presenting selected geometry concepts to sixth grade students. The effects of immediate acquisition and of transfer were measured immediately after presenting the lessons. The effects of retention were measured 1, 11, and 21 days after completion of the lessons. Two experiments were run. The first experiment considered the differential effects on short-and long-term retention of expository versus discovery methods of presenting the concepts. The second experiment investigated differential effects on immediate acquisition and transfer, of expository versus discovery methods of presenting the concepts. The results of these experiments showed that method of presentation did not differentially affect either immediate acquisition or transfer, but did differentially affect retention of the material in favor of th students who received lessons in the discovery mode. (Author/FL)

Notes

Contract Number: OEC-5-10-154.

Educational level discussed: Grade 6.

Sponsoring Agency: Office of Education (DHEW), Washington, DC. Bureau of Research.

May also be available online. Address as at 14/8/18: https://eric.ed.gov/

Reproduction Microfiche. [Washington D.C.]: ERIC Clearinghouse microfiches : positive. 
Subjects Concept Teaching.  |  Doctoral Dissertations.  |  Grade 6.  |  Learning.  |  Mathematical Concepts.  |  Discovery Learning.  |  Elementary School Mathematics.  |  Geometric Concepts.  |  Instruction.
Other authors/contributors Wisconsin Univ., Madison. Research and Development Center for Cognitive Learning
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