Retention of Problem-Solving Performance in School Contexts
Keywords:
problem-solving, instructional effectiveness, student achievementAbstract
Previous research into retention issues has been limited by the narrow range of learning outcomes investigated, by the preference for laboratory contexts rather than naturalistic settings, and by the short duration of the retention periods studied. This article reports data on the retention of problem-solving performance after one month, four months, and six months, in three separate studies conducted in school settings involving a variety of grades and subjects.
References
Ausubel, D. P., & Robinson, F. G. School learning: An introduction to educational psychology. New York: Holt, Rinehart & Winston, 1968.
Bahrick, H. P. The ebb of retention. Psychological Review, 1965, 72(1), 60–73.
Berman, J. J., & Zimpfer, D. G. Growth groups: Do the outcomes really last? Review of Educational Research, 1980, 50(4), 505–524.
Calfee, R. Cognitive psychology and educational practice. Pp. 3–73 in D. C. Berliner, Review of research in education (Vol. 9). Washington, DC: A.E.R.A., 1981.
Campbell, D. T., & Stanley, J. C. Experimental and quasi-experimental design for research on teaching. Pp. 171–246 in W. L. Gage (Ed.), Handbook of research on teaching. Chicago: Rand-McNally, 1963.
Champagne, A. B., & Klopfer, L. E. Student beliefs about gravity and motion. Problem-Solving, 1981, 3(1), 12–13.
Chase, W. G. Elementary information processes. Pp. 19–90 in W. K. Estes (Ed.), Handbook of learning and cognitive processes (Vol. 5): Human information processing. Hillsdale, NJ: Erlbaum, 1978.
Chi, M. T. H., Glaser, R., & Rees, E. Expertise in problem solving. Pp. 7–76 in R. Sternberg (Ed.), Advances in the psychology of human intelligence. Hillsdale, NJ: Erlbaum, 1982.
Clement, J. Students’ preconceptions in physics and Galileo’s discussion of falling bodies. Problem-Solving, 1981, 3(1), 3–5.
Cole, M., Hood, L., & McDermott, R. Ecological niche-picking: Ecological invalidity as an axiom of experimental cognitive psychology. New York: Rockefeller University, 1979.
Cronbach, L. S. Designing evaluations of educational and social programs. San Francisco: Jossey-Bass, 1982.
Gagné, E. D. Long term retention of information following learning from prose. Review of Educational Research, 1978, 48(4), 629–665.
Gilbert, J. P., Light, R. J., & Mosteller, F. Assessing social innovations: An empirical base for policy. In C. A. Bennett & A. A. Lumsdaine (Eds.), Evaluation and experiment. New York: Academic Press, 1975.
Glass, G. V., McGaw, B. V., & Smith, M. L. Meta-analysis in social research. Beverly Hills, CA: Sage, 1981.
Luiten, J., Ames, W., & Ackerson, G. A meta-analysis of the effects of advance organizers on learning and retention. American Educational Research Journal, 1980, 17(2), 211–218.
Mackenzie, A. A., & White, R. T. Field work in geography and long-term memory structures. American Journal of Educational Research, 1982, 19(4), 623–632.
Maynes, F. J., & Ross, J. A. Integrating school curricula with social concerns: A cognitive approach to a progressive ideal. Alberta Journal of Educational Research, 1984, 30(3), 179–193.
McCurdy, D. W., & Ronning, R. R. The role of cognitive styles in problem-solving. Paper presented at the National Association for Research in Science Teaching, Lake Geneva, WI, 1982.
Riding, R., & McQuaid, D. G. The effect of detail importance and passage structure on the retention of prose by twelve-year-old children. Educational Studies, 1977, 3(2), 145–151.
Robinson, F. G. The scope of guideline aims and objectives (Information Bulletin No. 12). Toronto: Commission on Declining School Enrolments in Ontario, 1978.
Robinson, F. G., Ross, J. A., & White, F. Curriculum development for effective instruction. Toronto: OISE Press, 1985.
Ross, J. A., & Maynes, F. J. Geographic thinking skills. Toronto: OISE Press, 1981.
Ross, J. A., & Maynes, F. J. Teaching problem-solving. Toronto: OISE Press, 1982.
Ross, J. A., & Maynes, F. J. The development of a test of experimental problem-solving. Journal of Research in Science Teaching, 1983a, 20(1), 63–75.
Ross, J. A., & Maynes, F. J. Experimental problem-solving: An instructional improvement field experiment. Journal of Research in Science Teaching, 1983b, 20(6), 543–556.
Ross, J. A., & Maynes, F. J. Teaching problem-solving: An instructional design strategy. Canadian Journal of Education, 1983c, 8(2), 155–173.
Ross, J. A., & Robinson, F. G. The use of rule structures in teaching experimental design to secondary school students. Science Education (in press).
Rumelhart, D. E., & Norman, D. A. The active structural network. Pp. 33–64 in D. A. Norman, D. E. Rumelhart & the L.N.R. Research Group (Eds.), Explorations in cognition. San Francisco: W. H. Freeman, 1975.
Schon, D. A. The reflective practitioner: How professionals think in action. New York: Basic Books, 1983.
Sherris, J. D., & Kahle, J. B. The effect of instructional organization and locus of control orientation on meaningful learning in high school biology students. Journal of Research in Science Teaching, 1984, 21(1), 83–94.
Shimmerlik, S. M. Organization theory and memory for prose: A review of the literature. Review of Educational Research, 1978, 48(1), 103–120.
Shymansky, J. A., & Yore, L. D. A study of teaching strategies, student cognitive development, and cognitive style as they relate to student achievement in science. Journal of Research in Science Teaching, 1980, 17(5), 369–382.
Spiro, R. J. Remembering from text: The “state of schema” approach. Pp. 137–165 in R. C. Anderson, R. J. Spiro, & W. E. Montague (Eds.), Schooling and the acquisition of knowledge. Hillsdale, NJ: Erlbaum, 1977.
Stanley, J. C. Education in the fast lane: Methodological problems of evaluating its effects. Evaluation News, 1983, 4(1), 28–46.
Stein, N. L., & Trabasso, T. What’s in a story: An approach to comprehension and instruction. Pp. 213–267 in R. Glaser (Ed.), Advances in instructional psychology (Vol. 2). Hillsdale, NJ: Erlbaum, 1980.
Tyler, R. W. Some findings from studies in the field of college biology. Science Education, 1934, 18, 133–142.
Wade, S. E. A synthesis of the research for improving reading in the social studies. Review of Educational Research, 1983, 53(4), 461–499.
Willson, V. L., & Putnam, R. R. A meta-analysis of pretest sensitization effects in experimental designs. American Educational Research Journal, 1982, 19(2), 249–258.
Wise, K. C., & Okey, J. R. A meta-analysis of the effects of various science teaching strategies on achievement. Journal of Research in Science Teaching, 1983, 20(5), 419–435.
Downloads
Published
How to Cite
Issue
Section
License
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
The Canadian Journal of Education follows Creative Commons Licencing CC BY-NC-ND.
