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THE EFFECT OF VERBAL TEACHING STYLE ON THE ATTAINMENT OF EDUCATIONAL OBJECTIVES IN PHYSICS
Author(s) -
HOUSTON J. G.,
PILLINER A. E. G.
Publication year - 1974
Publication title -
british journal of educational psychology
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.557
H-Index - 95
eISSN - 2044-8279
pISSN - 0007-0998
DOI - 10.1111/j.2044-8279.1974.tb02283.x
Subject(s) - cognitive style , psychology , certificate , mathematics education , style (visual arts) , learning styles , cognition , pedagogy , mathematics , geography , algorithm , neuroscience , archaeology
S ummary . Analyses of variance and covariance were used in this longitudinal study of the effects, cognitive and affective, of different teaching styles (as identified by Flanders' interaction analysis technique) on the learning of physics by 14–16‐year‐old pupils following an O‐grade course for the Scottish Certificate of Education. The ‘open‐ended’ style achieved the more complex cognitive educational objectives more successfully than did either the ‘intermediate’ or ‘expository’ styles. On the whole, the ‘open‐ended’ procedure was the most successful in developing favourable attitudes towards physics.