The Effect of Sequence of Instruction on Students' Cognitive Preferences and Recall in the Context of a Problem-Oriented Method of Teaching.

Boreham, N. C.; And Others

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Peer reviewed

ERIC Number: EJ317213

Record Type: CIJE

Publication Date: 1985

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The Effect of Sequence of Instruction on Students' Cognitive Preferences and Recall in the Context of a Problem-Oriented Method of Teaching.

Boreham, N. C.; And Others

Instructional Science, v13 n4 p329-45 Mar 1985

This study investigated the effects of two sequences of instruction--theory-to-application and application-to-theory--on medical students' cognitive preferences in preclinical science teaching. Results indicate that presenting an example of the clinical application of biochemical theory before presenting the theory itself increased students' preferences for being taught theoretical facts. (MBR)

Descriptors: Achievement Gains, Analysis of Variance, Biochemistry, Epistemology, Higher Education, Medical Education, Prerequisites, Problem Based Learning, Recall (Psychology), Required Courses, Research Methodology, Sequential Approach, Sex Differences, Tables (Data), Teaching Methods, Theories

Publication Type: Journal Articles; Reports - Research

Education Level: N/A

Audience: Researchers

Language: English

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