The Use of Advance Organizers in the Learning and Retention of Logical Operations and Social Studies Concepts

1977 ◽  
Vol 14 (1) ◽  
pp. 25-43 ◽  
Author(s):  
Joseph T. Lawton
Keyword(s):  
Social Studies ◽  
Subject Matter ◽  
Task Complexity ◽  
Phase 1 ◽  
Hierarchical Classification ◽  
High Order ◽  
Advance Organizer ◽  
Control Groups ◽  
Prior Learning ◽  
Logical Operations

Ausubel predicts that prior learning of subject-matter concepts, at a higher level of abstraction than subsequent experienced materials, facilitates meaningful learning. He recommends that higher-order concepts be presented in “advance organizer” lessons with the emphasis on meaningful reception learning. Ausubel does not clearly distinguish between subject-matter and process concepts . In this study, process concepts are identified in terms of those logical operations involved in hierarchical classification as described by Piaget. It was predicted that the acquisition of prior high-order rules for hierarchical classification (process concepts) and high-order social studies subject-matter concepts would facilitate the learning and retention of subsequently presented logical operations and the conceptual structure of selected social studies learning materials. Both 6 year olds (N = 60) and 10 year olds (N = 60) were randomly assigned to experimental and control groups. In two related phases of this experiment the E groups were taught high-order rules of classification and high-order subject matter concepts. C groups were taught detailed factual information. A pretest-posttest, retention and “far distant” test assessment indicated that experimental groups learned both types of concepts when compared to equivalent control groups. Accelerated use of logical operations by 6 year olds proceeded beyond the “stage” expected for this age group. Comparing phase 2 with phase 1, it was found that sequential transfer occurred between like subject-matter concepts and logical operations. Performance appeared to improve with age. A task complexity factor appeared to affect performance seriously.

The Effects of Different Types of Advance Organizers on Classification Learning

1979 ◽  
Vol 16 (3) ◽  
pp. 223-239 ◽  
Author(s):  
Joseph T. Lawton ◽  
Susan K. Wanska
Keyword(s):  
Social Studies ◽  
Hierarchical Classification ◽  
High Order ◽  
Advance Organizers ◽  
Advance Organizer ◽  
Rural Children ◽  
Classification Learning ◽  
Different Types ◽  
Transfer Tasks ◽  
Order Of Training

The effects of three types of advance organizer lessons containing high-order social studies concept (AO1), high-order rules for hierarchical classification (AO2), or both (AO3), on the learning of social studies concepts and hierarchical classification (as defined by Piaget) were evaluated for a sample of 237 rural children in kindergarten, third, and fifth grades. The overall order of training effect was AO3 → AO2 → AO1 → C. Effects on delayed posttests and or transfer tasks are also presented.

The effect of lysophosphatidic acid using a hydrogel or collagen sponge carrier on bone healing in dogs

2016 ◽  
Vol 29 (04) ◽  
pp. 306-313 ◽  
Author(s):  
Steven Martinez ◽  
Norman Karin ◽  
Genyao Lin ◽  
Barbara Tarasevich ◽  
Roy Pool ◽  
...  
Keyword(s):  
Lysophosphatidic Acid ◽  
Bone Healing ◽  
Phase 1 ◽  
Collagen Sponge ◽  
Mineral Density ◽  
Control Groups ◽  
Absorbable Collagen Sponge ◽  
Significant Difference ◽  
And Control ◽  
Over Time

SummaryObjectives: The purposes of this study were to determine: 1) the efficacy of polycaprolac-tone-g-polyethylene glycol (PCL-g-PEG) and polylactic-co-glycolic acid (PLGA-g-PEG) hydrogels and an absorbable collagen sponge (ACS) as carriers for lysophosphatidic acid (LPA), 2) the effect of LPA on bone healing in dogs, and 3) the ideal dose of LPA to maximally stimulate bone healing.Methods: Bilateral ulnar ostectomies were performed on purpose bred dogs. Control defects were filled with a PCL-g-PEG or PLGA-g-PEG hydrogel, or a saline soaked ACS. Contralateral defects were filled with a PCL-g-PEG or PLGA-g-PEG hydrogel, or an ACS with each carrying differing concentrations of an LPA solution. Dual-energy X-ray absorptiometry (DXA) was performed. Total bone area (TBA), mineral density (BMD), and mineral content (BMC) were determined at each time point. Relationships between the effect of treatment over time on TBA, BMC and BMD were determined.Results: Phase 1 - There was no significant difference in DXA-based TBA (p = 0.09), BMC (p = 0.33), or BMD (p = 0.74) over time between LPA treatments, or between the LPA treated and control groups TBA (p = 0.95), BMC (p = 0.99), or BMD (p = 0.46). Phase 2 - There was no significant difference over time between LPA treatments in DXA-based TBA (p = 0.33), BMC (p = 0.45), or BMD (p = 0.43), or between the LPA treated and control groups TBA (p = 0.94), BMC (p = 0.38), or BMD (p = 0.17). Phase 3 - There was no significant difference over time between LPA treatments in DXA-based TBA (p = 0.78), BMC (p = 0.88), or BMD (p = 0.35), or between the LPA treated and control groups TBA (p = 0.07), BMC (p = 0.85), or BMD (p = 0.06). There was a significant increase in TBA (p <0.0001) and BMC (p = 0.0014), but a significant decrease in BMD (p <0.0001) was noted over time when all groups were combined.Clinical significance: Although LPA has shown promise as an osteoinductive agent in research, its performance as a bone graft substitute, as utilized in this study, is unsupported. Further studies are necessary to determine the incorporation and elution kinetics of LPA from the PLGA-g-PEG hydrogel and from an ACS. Hydrogels may have clinical applications for delaying or preventing bone formation.

scholarly journals Task complexity moderates group synergy

2021 ◽  
Vol 118 (36) ◽  
pp. e2101062118
Author(s):  
Abdullah Almaatouq ◽  
Mohammed Alsobay ◽  
Ming Yin ◽  
Duncan J. Watts
Keyword(s):  
Group Process ◽  
Group Performance ◽  
Task Complexity ◽  
Phase 1 ◽  
Solution Space ◽  
Digital Data ◽  
Relevant Feature ◽  
Two Phase ◽  
Synergistic Gains ◽  
Problem Solvers

Complexity—defined in terms of the number of components and the nature of the interdependencies between them—is clearly a relevant feature of all tasks that groups perform. Yet the role that task complexity plays in determining group performance remains poorly understood, in part because no clear language exists to express complexity in a way that allows for straightforward comparisons across tasks. Here we avoid this analytical difficulty by identifying a class of tasks for which complexity can be varied systematically while keeping all other elements of the task unchanged. We then test the effects of task complexity in a preregistered two-phase experiment in which 1,200 individuals were evaluated on a series of tasks of varying complexity (phase 1) and then randomly assigned to solve similar tasks either in interacting groups or as independent individuals (phase 2). We find that interacting groups are as fast as the fastest individual and more efficient than the most efficient individual for complex tasks but not for simpler ones. Leveraging our highly granular digital data, we define and precisely measure group process losses and synergistic gains and show that the balance between the two switches signs at intermediate values of task complexity. Finally, we find that interacting groups generate more solutions more rapidly and explore the solution space more broadly than independent problem solvers, finding higher-quality solutions than all but the highest-scoring individuals.

scholarly journals The Development of Comics as Social Studies Learning Media in International Trade Materials for Class VIII SMP

2021 ◽  
Vol 3 (2) ◽  
pp. 190-203
Author(s):  
Putra Bernadus Banilo ◽  
Yulita Pujiharti
Keyword(s):  
International Trade ◽  
Social Studies ◽  
Subject Matter ◽  
Student Response ◽  
Expert Assessment ◽  
Mixed Methods Design ◽  
Class Viii ◽  
The Media ◽  
The Subject

This study aims to develop comics as a medium of learning with the subject matter of international trade for class VIII SMP. The approach used is research and development (R & D). This research method is mixed methods design. The subjects in this study were students of SMP 'Aisyiyah Muhammadiyah 3 Malang. Data collection techniques using questionnaires and observation. The comic developed refers to the stages of development by Thiagarajan (1974) namely the development of a modified 4D model according to research needs. The results of the study show that thelearning media is comic very feasible to be applied in social studies learning with the subject of international trade for class VIII SMP. Quantitatively, the assessment of the material expert is (3.27) with a very valid category. The expert assessment is based on the suitability of the curriculum, the truth of the content and the method of presenting the material is included in the very valid category), and the media expert's assessment obtained a score of (3.20) with a very valid category. The media expert's assessment is based on considerations of visual design, language in the media and the quality of graphics, the score (3.20) is in the very valid category. Meanwhile, the student response sheets that were distributed to measure the level of attractiveness ofmedia comics received a response of 84.5% with a very good category. However, the pilot phase in this study could not be carried out as a whole, this was caused by the constraints experienced by the researchers. The percentage level of attractiveness of the media obtained from the student response sheets shows that the learning media for comics is in a very good category, which means that the learning media for comics is effectively used in the subject matter of international trade for class VIII SMP. Qualitatively,media comics as learning media on the subject of international trade are able to attract students' attention to study, facilitate student learning, and assist students in relating international trade material to everyday events.

scholarly journals Effects Of Problem-Solving Method On Secondary School Students Achievement And Retention In Social Studies, In Ekiti State, Nigeria

2011 ◽  
Vol 8 (1) ◽  
pp. 19-26
Author(s):  
B.O. Abdu-Raheem
Keyword(s):  
Problem Solving ◽  
Social Studies ◽  
Secondary School ◽  
Secondary Schools ◽  
Secondary School Students ◽  
Control Group ◽  
Control Groups ◽  
School Students ◽  
Significant Difference ◽  
And Control

This study investigated the effects of problem-solving method of teaching on secondary school students achievement and retention in Social Studies. The study adopted the quasi-experimental, pre-test, post-test, control group design. The sample for the study consisted of 240 Junior Secondary School Class II students randomly selected from six secondary schools in Ekiti State, Nigeria. The instrument used for the study is the Social Studies Achievement Test (SSAT) designed and validated by the researcher. Section A of the instrument consisted of the bio-data of the respondents while section B was made up of 40 multiple-choice items designed to measure the students achievement and retention in Social Studies. Four hypotheses were raised and tested at 0.05 level of significance. The data were analyzed using t-test and ANCOVA statistical tools. The results showed that there is a significant difference between the achievement mean scores of students in the experimental and control groups. There is a significant difference between the pre-test mean scores and achievement mean scores of students in the experimental and control groups. There is a significant difference between the retention mean scores of students in the experimental and control groups. There is a significant difference between the achievement mean scores and the retention mean scores of students in the experimental and control groups. It was discovered in the study that problem-solving method is more effective than conventional lecture method in improving students achievement in Social Studies. It was therefore recommended that teachers should be innovative in handling their lessons by relating them to the day-to-day life of students in such a way that the students will be challenged to put the lessons to practice as much as possible. Government should also emphasize the use of problem-solving method to teach Social Studies in secondary schools.

Inquiry Teaching in Social Studies and the Social Sciences: A Critical Review of Research Findings 1967–1972

1975 ◽  
Vol 19 (3) ◽  
pp. 276-283
Author(s):  
Colin J. Marsh
Keyword(s):  
Social Sciences ◽  
Social Studies ◽  
Teaching Method ◽  
Inquiry Teaching ◽  
Control Groups ◽  
The Social ◽  
Research Designs ◽  
Research Findings ◽  
And Control ◽  
Research Studies

In this paper, twenty-eight recent research studies on inquiry teaching in social studies and the social sciences are reviewed. Although a number of statistically significant results were claimed by the respective researchers, methodological deficiencies in many of the studies greatly reduce the importance of their efforts. Reference is made to a number of research deficiencies, including unsuitable evaluation instruments, lack of comparability of groups, lack of comparability of tasks and instructors for experimental and control groups and inadequate research designs. Although inquiry teaching has become widely espoused as a teaching method in schools, there are few substantial research studies to support its superiority over other teaching methods.

scholarly journals KONSEPSI TRIPRANGAMA UNTUK MENANAMKAN KESADARAN HUKUM DALAM PEMBELAJARAN IPS MELALUI PEDAGOGI REFLEKTIF

2020 ◽  
Vol 3 (1) ◽  
pp. 1
Author(s):  
Listyanto Aji Nugroho ◽  
Sariyatun Sariyatun
Keyword(s):  
Social Studies ◽  
Subject Matter ◽  
Nation Building ◽  
Social Studies Education ◽  
Law Students ◽  
Education Students ◽  
High Level ◽  
Learning Concept

Abstract: Legal awareness is an important value for the nation building. The legal awareness of Indonesian people is indicated below average. Supposed to make advancement, every people of Indonesian should have a high level of legal awareness. Education offers a solution for this problem. By engaging in education, students are expected to enhance their legal awareness. Using reflective pedagogy paradigm, this study assumed that student can be engaged to contemplate themselves, are they law-abiding citizens? Using a concept of ancient Triprangama law, students are persuaded to cultivate legal awareness though social studies education. The aim of this article is to describe the learning concept to promote the legal awareness of student with social studies subject matter that integrated with Triprangama concept with reflective pedagogy approach.

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