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Generative Teaching: An Enhancement Strategy for the Learning of Economics in Cooperative Groups
Marilyn Kourilsky and Merlin C. Wittrock
American Educational Research Journal
Vol. 29, No. 4 (Winter, 1992), pp. 861-876
Published by: American Educational Research Association
Stable URL: http://www.jstor.org/stable/1163410
Page Count: 16
You can always find the topics here!Topics: Economics education, Learning, Cooperative learning, High school students, Pretests, Teaching, Posttests, Learning procedures, Students, Grammatical gender
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The purpose of this study was to increase the learning of economics among lower socioeconomic level public high school students by teaching them to use generative comprehension procedures in their economics classes' cooperative learning groups. In a randomly assigned two-treatment design, it was predicted and found that generative learning procedures in cooperative learning classes increased (p < .0001) the learning of economics by sizable amounts compared with a control procedure that used only cooperative learning methods and that produced smaller increases. Students' confidence in the correctness of their answers increased (p < .0001), and the level of misinformation decreased (p < .0001) as a result of generative teaching procedures. These facilitative effects of generative teaching occurred for both males and females.
American Educational Research Journal © 1992 American Educational Research Association