| Autor: |
Montgomery, Homer, Palmer, Joel |
| Předmět: |
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| Zdroj: |
Texas Science Teacher; Oct2006, Vol. 35 Issue 2, p19-25, 7p |
| Abstrakt: |
Research clearly demonstrates that conceptual learning is enhanced when manipulatives are included. In this instance the key term manipulative is employed whenever the students were required to perform an action with tin object. This study investigates the use of manipulatives in a geological science class populated mostly by upper division non-science majors. Treatment and control groups read a one page article. The control group was dismissed after reading the article. The treatment group was divided into small groups and each group received a manipulative that included a further task to complete. Groups briefly discussed results and were dismissed. The time the treatment group spent reading the article, manipulating, and discussing was restricted to no more than five minutes. The treatment group of one lesson became the control group of the next lesson assuring all students participated in treatment and control sessions. Exams included information presented in the article read by both groups but contained no questions based solely on the manipulatives. Data presented in this paper will show that whether discussing behavior of extinct beasts or explaining scientific concepts to the uninitiated, the use of manipulated teaching aids improves understanding and increases scores. Statistically significant results were achieved with students in the treatment group scoring higher on their exams than students in the control groups. This study suggests that manipulatives employed even briefly enhance learning as measured by improved test scores. [ABSTRACT FROM AUTHOR] |
| Databáze: |
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