Efficiency of initial learning and transfer by individuals, pairs, and quads.

Klausmeire, Herbert J.; Wiersma, William; Harris, Chester W.

doi:10.1037/h0041651

Cited by 30 publications

(14 citation statements)

References 4 publications

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“…Studies done by Ryan [116], Marquart [ 9 0 ] , and Taylor and Faust [135] indicate that individuals perform more efficiently than groups. However, the opposite (i.e., that groups were more efficient than individuals) was found by Gurnee [57], Husband [65], and Klausmeier [78]. No significant difference was found by Moore and Anderson [102].…”

Section: Effect Of Individualized Instruction On the Efficiency Of Lementioning

confidence: 93%

Interpretation of research findings in terms of ausubel's theory and implications for science education

Novak¹,

Ring²,

Tamir³

1971

Science Education

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IntroductionReviews of research in science education are not new. The comprehensive works by the late Professor F. D. Curtis and more recent reviews published in Science Education (Johnson [69], Smith [128], Boeck [24], Obourn [I061 , Obourn [107]) and by the U.S. Office of Education [68, 1081 serve to illustrate the recognized importance of literature reviews to the field. Nevertheless, there has been a widespread feeling among leading science educators that our research work needs substantial upgrading (cf. Watson [149]). A central problem identified by Cooley [36] was the lack of theoretical bases for research work, and it is to this issue that the present paper is addressed. Cooley writes:Another basic difficulty is that we often attempt to attack our issues or problems head on without sufficient attention to the framework underlying them. We ask specific questions such as whether or not the laboratory experience should precede, accompany or follow class discussions. . . rather than ask questions about how children learn science concepts. Our behavior is somewhat like that of the alchemists who wanted to turn lead into gold. All their time and energy was expended on repeated empirical head-on collisions. Today, by making use of the knowledge about the nature of matter, the alchemists' dream is quite feasible. Similarly our own advances in science education will come not from a direct attack upon the obvious issues and problems, but by slowly teasing out more basic relationships which will become useful, general, operating principles.The search for a theoretical base to undergird science education, or indeed all educational research, has been arduous and remains elusive. Smith and Smith [ 1301 state ". . .an approach has long been needed to bridge the gap between the experimental psychology of learning and the practical needs of teaching and training. We believe that the existence of this gap is due not to any lack of diligence on the part of learning psychologists or educational researchers but rather to the fact that conventional learning *Present address: 415 East Ivy Lane, Arlington Heghts, Illinois. tPresent address: Schunat Ovdim, Hadera, Israel. 483 Science Education, 55 (4): 483-526 (%I 197 1 bv John Wiley & Sons, Inc. 484 NOVAK, RING, AND TAMlRpsychology is largely inappropriate in the educational arena." While we agree with this assessment, we find not the theory suggested by the Smiths but rather that of David P. Ausubel [14] as a promising base for future research formulation. This paper is an attempt to lllustrate this contention through review of selected studies that deal with several important issues in science education.David Ausubel began formulation of a theory for verbal learning through some of his early studies dealing with what he calls "advance organizers" (cf, Ausubel, 1960(cf, Ausubel, [9], 1962. In his book, The PsychoZogv ofhfeaningful Verbal Learning [ 1 1 ] , Ausubel learner Cognitive Information Store =% Behavior t Input Knowledge "Bits" Affective Information Store Input Kn...

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Section: Effect Of Individualized Instruction On the Efficiency Of Lementioning

confidence: 93%

Interpretation of research findings in terms of ausubel's theory and implications for science education

Novak¹,

Ring²,

Tamir³

1971

Science Education

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“…However, other research findings have suggested that while students studying in pairs or small groups learn more effectively than individuals, this increased effectiveness does not appear to transfer to individual learning tasks (Klausmeier, Wiersma, & Harris, 1963;Lemke, Randle, & Robertshaw, 1969).…”

Section: A the Pair Learning Studymentioning

confidence: 90%

Validity of Learning Strategies/Skills Training

Dansereau¹,

Holley²,

Collins³

et al. 1980

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BROOKS AIR FORCE BASE,"EXAS 78235 .iL 80 6 16 248 NOTICE 41, When U.S. Government drawings, specifications, or other data are used for any purpose other than a definitely related Government procurement operation, the Government thereby incurs no responsibility nor any obligation whatsoever, and the fact that the Government may have formulated, furnished, or in any way supplied the said drawings, specifications, or other data is not to be regarded by implication or otherwise, as in any manner licensing the holder or any other person or corporation, or conveying any rights or permission to manufacture, use, or sell any patented invention that may in any way be related thereto.

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“…This assumption has been both supported and disconfirmed by previous research. There are a number of studies that indicate that the superior performance of cooperative learning groups does not result in later superior student achievement in individual testing situations (Beane & Lemke, 1971;Klausmeier, Wiersma, & Harris, 1963;Laughlin & Barth, 1981;Laughlin & Sweeney, 1977;Lemke, Randle, & Robertshaw, 1969;Thylor & Faust, 1952). Other studies, however, indicate that trainees learning in cooperative groups do perform better in later individual testing situations (Gabbert, Johnson, & Johnson, 1986;Johnson, Brooker, Stutzman, Hultman, & Johnson, 1981;Yager, Johnson, Johnson, & Snider, 1985),…”

Section: Group-th-individual Transfermentioning

confidence: 99%

Impact of Cooperative-Team Learning on Performance and Retention of Navy Air-Traffic Controller Trainees

Johnson¹,

Johnson²

1989

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Efficiency of initial learning and transfer by individuals, pairs, and quads.

Cited by 30 publications

References 4 publications

Interpretation of research findings in terms of ausubel's theory and implications for science education

Interpretation of research findings in terms of ausubel's theory and implications for science education

Validity of Learning Strategies/Skills Training

Impact of Cooperative-Team Learning on Performance and Retention of Navy Air-Traffic Controller Trainees

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