Inductive Versus Deductive Methods of Teaching: An Experimental Research

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Warwick & York, 1913 - Teaching - 146 pages
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Page 155 - work should interest all teachers and more particularly all school administrators, because he not only shows clearly how unreliable are the grades commonly given by teachers and makes evident the need of instruction and training in grading, but also presents a relatively simple method by means of which any high-school principal can study the condition of the grading in his own school."—Editor's pref.
Page 158 - RETURN TO DESK FROM WHICH BORROWED LOAN DEPT. This book is due on the last date stamped below, or on the date to which renewed. Renewed books are subject to immediate recall. LD 21A-50m.9,'58 (6889slO)476B General Library University of California Berkeley REC'D LD ^tC'n APR 15 1959 LD r /-"g 7 n ,n IB Oct'finu •
Page 150 - On the one side we have had the rule of three conclusions felt rather than expressed as an inference, that the more teaching the child gets and the sooner he begins school, the more progress he is sure to make. On the other side we have had a strong feeling, now, I think, growing in intensity and range, that attendance at school in England begins too early, and that there is an educational disadvantage in commencing so soon. I am not aware that any inquiry has been undertaken, the facts and conclusions...
Page 140 - The main problems were two in number. In the first place, an attempt was made to discover which of the two methods gave the better results when the children were tested on precisely what they had been taught or had learned. In the second place, an endeavor was made to find out which of the two methods gave the better results when the children were tested on new material.
Page 140 - ... deductive,' even for purposes of exact reproduction, immediately afterwards of what had been taught or learnt. There were some indications that the children inductively taught lost rather less of what they had known than those deductively taught when they were tested some time...
Page 140 - In three of them, two of the three boys ' schools and one of the two girls' schools, the conclusion was unambiguously in favor of the 'deductive and memoriter' method. This was the case with the younger and less proficient boys and girls, and at first sight it looked as if age were an important factor in the production of this result, but the same result was obtained with a class of boys who were much older, so that age was certainly not the only factor of differentiation.
Page 140 - In five different schools in different parts of London, attended by children varying in social class, experiments have been made to test the relative values of inductive and deductive methods of teaching as applied to geometrical definition. Both girls and boys, of ages ranging from eight to fifteen years, were set to do the work. The main problems were two in number. In the first place, an attempt was made to discover which of the two methods gave the better results when the children were tested...
Page 150 - ... felt rather than expressed as an inference, that the more teaching the child gets and the sooner he begins school, the more progress he is sure to make. On the other side we have had a strong feeling, now, I think, growing in intensity and range, that attendance at school in England begins too early, and that there is an educational disadvantage in commencing so soon. I am not aware that any inquiry has been undertaken, the facts and conclusions of which would be logically acceptable to both...
Page 140 - ... had learnt. In the second place, an endeavor was made to find out which of the two methods gave the better results when the children were tested on new material. The answer to the first of these two questions was not the same in all of the five schools tested. In three of them, two of the three boys ' schools and one of the two girls' schools, the conclusion was unambiguously in favor of the 'deductive and memoriter
Page 38 - This is one of the most important questions that can be asked of any method of teaching or learning.

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