ERIC ED013977: EVALUATIVE TEACHING STRATEGIES IN THE pdf

ERIC ED013977: EVALUATIVE TEACHING STRATEGIES IN THE

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A SIMULTANEOUS APPROACH WAS USED IN AN EXPLORATORY STUDY OF THREE MAJOR INSTRUCTIONAL PROBLEMS THAT ARE ENCOUNTERED IN TEACHING VALUE PROBLEMS IN TWO SOCIAL STUDIES TOPICS ON ENVIRONMENTAL CONTAMINATION–FLOURIDATION AND THE USE OF PESTICIDES. “VALIDITY” WHICH IS CONCERNED WITH THE APPROPRIATE CRITERIA FOR MAKING VALUE JUDGMENTS WAS STUDIED BY VARYING THE DEGREE AND KIND OF SUPPORT FOR THE VALUE JUDGMENTS. “JUSTIFICATION” WHICH IS CONCERNED WITH THE LEGITIMATE COURSES OF ACTION THE TEACHER MAY EMPLOY TO TEACH OBJECTIVES FOR VALUE PROBLEMS WAS INVESTIGATED BY PRESENTING AUTHENTIC FACTS WITH NO INDOCTRINATION, DECEPTION, OR PROPAGANDA TECHNIQUES. “EFFECTS” WHICH IS CONCERNED WITH THE CONSEQUENCES OF THE COURSES OF ACTION A TEACHER EMPLOYS WAS INVESTIGATED BY THE USE OF FOUR TEACHING STRATEGIES CONSTRUCTED TO PRODUCE A RATING OF A PRACTICE WITH RESPECT TO ITS WORTH, GOODNESS, OR CORRECTNESS. THE STRATEGIES (CORE, ANALOGY, AUTHORITY, AND CRITERION) WERE PRESENTED IN WRITTEN FORM TO 303 GRADE 11 STUDENTS.

RESULTS WERE MEASURED BY SEMANTIC DIFFERENTIAL SCALES, MULTIPLE-CHOICE TESTS, AND FREE RESPONSE TESTS. THERE WAS A RELATIVELY CONSISTENT PATTERN OF DIFFERENCES ON THE OUTCOME MEASURES AMONG THE FOUR STRATEGY GROUPS. THE DIFFERENCES DEPENDED ON THE TOPIC. IN GENERAL, THE GROUPS SHOWED MORE CONCERN WITH THE EFFECTIVENESS THAN THE HARMFULNESS OF FLUORIDATION AND MORE CONCERN WITH THE HARMFULNESS THAN THE EFFECTIVENESS OF PESTICIDES. THE CRITERION GROUP REACTED MORE NEGATIVELY TO FLUORIDATION AND TO SOME ASPECTS OF THE USE OF PESTICIDES THAN THE OTHER GROUPS. (AL

• Creator/s: ERIC
• Date: 1967-04
• Year: 1967
• Book Topics/Themes: ERIC Archive, Evaluation Methods, High School Students, Social Studies, Student Attitudes, Teaching Methods, Values, MEUX, MILTON, AND OTHERS

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