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The Role of Self‐Paced Self‐Study in Undergraduate Science Teaching II. The Impact of Higher‐Level Educational Aims
Author(s) -
Davies E R
Publication year - 1977
Publication title -
british journal of educational technology
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.79
H-Index - 95
eISSN - 1467-8535
pISSN - 0007-1013
DOI - 10.1111/j.1467-8535.1977.tb00204.x
Subject(s) - mathematics education , psychology , self control , scheme (mathematics) , computer science , developmental psychology , mathematics , mathematical analysis
This article predicts that if self‐paced self‐study is used for developing higher abilities such as problem‐solving, an increased amount of teacher‐student discussion will be required. This may make self‐pacing less economical than teacher‐pacing. In addition, teaching‐pacing offers advantages which are particularly relevant to the developing of higher abilities. Finally, higher abilities do not appear to involve sequences of crucial steps in learning, so no loss should result from the use of teacher‐pacing. Since most scientific subjects involve both deductive and higher abilities, some combination of self‐ and teacher‐pacing seems preferable. A new hybrid scheme for achieving this is considered.