Content Structure and Instructional Control Strategies as Design Variables in Concept Acquisition.

Tennyson, Carol L.; And Others

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Peer reviewed

ERIC Number: EJ235509

Record Type: Journal

Publication Date: 1980-Aug

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Content Structure and Instructional Control Strategies as Design Variables in Concept Acquisition.

Tennyson, Carol L.; And Others

Journal of Educational Psychology, v72 n4 p499-505 Aug 1980

Senior high students who were given concepts simultaneously learned more than those who received concepts successively. A second variable, instructional control strategy, contrasted an adaptive (computer-assisted) control strategy with learner control. Performance was above the criterion level for the adaptive condition, but below it for learner control. (Author/GDC)

Descriptors: Computer Assisted Instruction, Concept Formation, Concept Teaching, Content Analysis, High Schools, Instructional Development, Pacing, Performance Factors, Sequential Learning, Student Role, Teaching Methods, Time Factors (Learning)

Publication Type: Journal Articles; Reports - Research

Education Level: N/A

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Language: English

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