The Effects of Instructional Method on Preservice Teachers' Learning, Cognitive Processes, and Decision-Making Skills
AuthorFlorez, Ida Rose
Committee ChairMcCaslin, Mary
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PublisherThe University of Arizona.
RightsCopyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.
AbstractThis dissertation is a study of case-based instruction in early childhood teacher preparation. I sought to determine if case-based instruction could be used effectively to develop theoretical knowledge, cognitive processes, and decision-making skills in preservice early childhood teachers, and if case-based instruction provided any measurable benefit over more efficient traditional didactic instructional practices. Results indicate case-based instruction can enhance preservice early childhood teachers' learning of theoretical knowledge when used in combination with standard textbook readings and conventional examinations. Findings also indicate case-based instruction may differentially impact students with different levels of prior knowledge. Some data suggest traditional didactic instructional can positively impact preservice teachers' cognitive processes and decision-making skills. Results also indicate case-based instruction may facilitate consolidation of misconceptions held by early childhood preservice teachers.
Degree ProgramEducational Psychology