Abstract
This study examined the effectiveness of three methods of teaching social studies concepts to fourth-grade students (Merrill & Tennyson’s model, Gagné’s model, and a reading-recitation method), tested two aptitude-treatment interactions, and tested three propositions concerning instructional designs for teaching concepts. Student achievement for the Merrill and Tennyson model was significantly (p < .001) greater than achievement reported for Gagné’s model and the reading-recitation method. No significant aptitude-treatment interactions were reported. Evidence supported the claim that students need to be allowed practice in identifying examples and nonexamples. Additional support was given to the claim that definitions and both examples and nonexamples facilitate concept acquisition.
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