Transfer of Training

Transcription

1 Transfer of Training Objective Material : To see if Transfer of training is possible : Drawing Boar with a screen, Eight copies of a star pattern with double lines Experimenter : E and drawing pins. Subject : S Procedure: - The Experiment is done in pairs (I) S is instructed to place a star patter in such a way that the stat can be seen only through the mirror. S is also told to cover the pattern with a stand in such a way that the direct vision of the star pattern is not seen. (II) S is told to start tracing the figure from the arrow mark in clockwise direction looking through the mirror. S has to take care to see that he or she traces the start between the two lines without touching the original star with double lines. (III) The first trial is done with the unskilled hand (i.e.) the left hand for most of the persons). The S has to use the skilled hand (i.e. the right hand) for tracing the star pattern for six consecutive trials. (IV) The eight trial is done using the unskilled hand again (i.e the left hand) (V) E notes down the tome taken for tracing the start for each of the eight trials (VI) E & S then exchange their position and the experiment is repeated. (VII) S plots the graph with the no. of trials on X axis and time taken on Y axis. S shows the time of transfer on the graph. Mrs Megha Gokhe TSCER 1 of 15

2 Table of Observation Time Interval (each of 2 minutes) Work done Transfer of learning / Training 1) Transfer of learning is possible. 2) There are individual differences in transfer of learning. Mrs Megha Gokhe TSCER 2 of 15

3 Educational Implications 1. Principal of similarity If similarity in content and technique are provided as well as kept in mind while teaching there is better transfer of learning. a. Similarity in content Certain topics in different subjects have similarity of content e.g. i) The study of Sanskrit helps in the study of Marathi, Hindi, because the two languages contain identical components such as vocabulary and grammar. ii) Knowledge of the topic of equations in algebra helps the student to solve problems in Physics and Chemistry. b. Similarity in technique: When the technique in two different situations similar to each others, transfer of learning is better. E.g. i) The skill of reading the thermometer in science experiments helps the student to transfer the knowledge to reading the thermometer in Geography. ii) iii) Good habits formed in early life at home and school can be transferred to future life e.g. good handwriting, habit of neatness etc. Way of thinking: 2. Amount of Transfer: - Reasoning skill used in solving problems of on type hekps in solving similar type of problems in other subjects. The amount of transfer from one situation to another will differ from individual to individual because transfer of learning depends on the individuals ability to detect the underlying similarities in the two learning. 3. Use the Mrs Megha Gokhe TSCER 3 of 15

4 Suggestion Expt. No. Date : Introduction: There are different types of questions and they have different functions. Creating learning situations and testing situations are the major functions of a question. There are some questions, which do not serve the above purpose. This experiment shows the effects of question, which are unsuitable for stimulating thinking process. The conclusions of the experiment lead to avoid suggestive question. Objectives: Material: 1. To study if individual differences exit in suggestibility 2. To study how suggestion functions. A picture, a questionnaires based on the picture. Experiment Subject : E : S Procedure: S Was not supposed to know the real nature and the objectives of this experiment. S was instructed to sit quietly & attend to the picture shown by E, just for a few seconds. S was given questionnaire to answer immediately, after observing the picture. This questionnaire had in all Twenty (20) questions of which ten questions (10) were suggestive in nature. E then instructed S, on the procedure of scoring their responses. S then found out (1) the total number of suggestions accepted by himself & (2) the percentage of Suggestibility. Mrs Megha Gokhe TSCER 4 of 15

5 Educational Implications Suggestion 1) Avoid Suggestive Question: While teaching, the teacher should avoid asking suggestive questions and making suggestive statement because these questions are always answered without thinking and obstructs independent thought e.g. is not the lime water milky. 2) Individual differences in accepting suggestions: The teachers should locate students who are highly suggestible. She should train them to think independently and not to accept suggestions without thinking. Other educational implications for suggestion 3) Prestige suggestion: The tendency of a person in general is to accept suggestions coming from an elderly more experienced or a person in authority. Therefore, the teachers being in this position should use her authority in a positive manner to inculcate discipline, good manners, values etc. e.g. our school is known for its discipline. 4) Avoid suggesting personal views The teachers should avoid emphasizing her personal political views. Ideologies and beliefs on her students since children are highly suggestible. 5) Avoid contra suggestions Contra suggestions mean the tendency of a person to do the opposite of what is suggested. E.g. teachers should avoid saying do not steal, don t tell a lie, don t come late. It is better to give positive commands like speak the truth, be honest, be punctual etc. in short, the teachers should avoid giving negative suggestion. 6) Mass suggestion: Through mass suggestion, it is easy to maintain discipline child is led by the traditions of the school, therefore, if the school, atmosphere is good no child will escape its influence. Mrs Megha Gokhe TSCER 5 of 15

6 7) Avoid creating fear through suggestion: The teacher should not give false suggestion e.g. ghosts, Blackman, black magic etc. to suppress children curiosity and inquisitiveness. 8) Importance of Auto suggestion: When the person suggesting and the person receiving the same, the suggestion is called autosuggestion. The teachers to maintain overall discipline and selfdiscipline can use this technique. The students can be trained to auto suggest themselves to reduce stress and relax during examination time etc. Table of Records The percentage of Suggestibility = Number of suggestions accepted X 100 Total No. of suggestions given = X Conclusions: SUGGESTION 1) Every person accepts suggestion to some extent. 2) There are individual differences in suggestibility. The percentage of suggestibility may vary from person to person. 3) A person who accepts suggestion does so without thinking. INTRODUCTION: Giving enough number of proper exampl Mrs Megha Gokhe TSCER 6 of 15

7 es and presenting many graded examples to clarify a concept is very important in teaching. This experiment indicates the selection of proper examples and the use of indicative method for the formation of a concept. OBJECTIVE: To study the nature of concepts formation. MATERIALS: Seven sets of concept formation cards. Each cards having a geometrical figure on one side and the respective nonsense syllable on the other side. EXPERIMENTER SUBJECT : E : S PROCEDURE : E showed the geometrical figure (seven sets of 49 cards). E showed S and then the respective geometrical figure. S was asked to observe each one carefully. When S had observed all 49 cards E asked S to write the common concept i.e. the common characteristics regarding each set of nonsense syllables in a given table and record E instructs S to check whether the concepts described by him / her are right or wrong when compared to the original concepts characteristics shown by E. Mrs Megha Gokhe TSCER 7 of 15

8 CONCEPT FORMATION THE LIST OF CORRECT CONCEPTS Sr. No. Key words The Concept 1. C E V End pt. of an arc meeting on a straight line 2. N A L All closed figures with lines. 3. Z A B Two straight lines and an arc. 4. B I K Closed figure divided into two equal part. 5. D E G Closed figures. 6. H O R Two separate straight line joined to the end of an arc. 7. M U R Three straight lines meeting at one point. Mrs Megha Gokhe TSCER 8 of 15

9 CONCEPT FORMATION Conclusion: 1) There are three stages of concept formation. a) Perception b) Abstraction c) Generalization 2) Too many concepts at one time leads to confusion and students find it difficult to understand. Therefore teach only once concept at a time 3) Presenting less number of ideas at one time helps in better concept formation. 4) Inductive method helps in proper concept formation. 5) Sufficient number of examples should be used for teaching concepts. Mrs Megha Gokhe TSCER 9 of 15

10 EDUCATIONAL IMPLICATIONS (CONCEPT FORMATION) 1) Use Inductive method to teach concepts: When the teachers uses this method while teaching concepts, she caters to the stages of concept formation i.e. perception abstraction and generalization. 2) Teach one concept at a time: Teaching more than one concept at time leads to confusion. 3) Provide a number of examples: Provide as many examples as possible while teaching a concept. 4) Selection of examples: Select examples keeping in mind the following maxims. a) Simple to complex b) Know to unknown c) Concrete to abstract. 5) Use of novel methods in teaching concepts: For example, the teachers can use the new and novel concept attainment strategies like Bruner s Model. Therefore, the teacher should update herself with the latest techniques of teaching concepts. N.B. Provide examples from various subjects for each implication. Mrs Megha Gokhe TSCER 10 of 15

11 ASSOCIATION Experiment No : Date : INTRODUCATION : One of the types of learning is through association. It consists of the association between the stimulus and response. Through this association we are able to remember previous experiences, which are closely connected with the stimulus. AIM MATERIAL : To study the factors of association. : A list of stimulus words, a stop watch. PROCEDURE : E asks S to sit comfortably. E gives a stimulus word from his list, and S immediately writes down the first idea in the form of a word, a phrase or a sentence that comes to his mind. After the reporting of the response by S, E gives the next stimulus word, and the procedure is repeated for the list of words. Then S Tries to make the necessary connections between; the stimulus and response according to the laws (factors) of association, and the result are recorded. 1) Primary laws: a) Law of contiguity i) Contiguity in space ii) Contiguity in space b) Law of Comparison i) Similarity in meaning & sound ii) Contrast difference in meaning c) Law of interest 2) Secondary laws: Mrs Megha Gokhe TSCER 11 of 15

12 a) Laws of primacy. b) Laws of Frequency. c) Law of Recency. d) Laws of Vividness. e) Laws of part and whole. f) Law of quality. g) Laws of utility. Mrs Megha Gokhe TSCER 12 of 15

13 ASSOCIATION STIMULUS WORDS 1) Good 2) Fame 3) ) Grass 5) Station 6) God 7) Morning 8) Childhood 9) Water 10) Map 11) Sky 12) Tree 13) Headache 14) Guidance 15) Bell Mrs Megha Gokhe TSCER 13 of 15

14 ASSOCIATION (EDUCATIONAL IMPLICATIONS) Different ideas and experiences are linked together by certain bond. Revival depends on the strength of the bonds of association. There are various laws by which we can explain the association between two or more ideas. These laws are: 1. Primary Laws. & 2. Secondary laws of association 1) Primary Laws: A) Laws of Contiguity: Experiences, which occur together or in close succession tend to revive on another. a) Contiguity in space: the world platform revives picture of station. b) Contiguity in time: Lighting is followed by thunder. The teacher should use this law of association while teaching. B) Law of Contrast: a) Similarity: similar experiences tend to revive one another e.g. Similarity in sound such as health may revive the word wealth. The teacher can point out the similarity between two situations. In history, the First World War and Second World War. b) Difference: The world black reminds us the word white Teacher must point out the difference between two things while teaching. 2) Secondary Laws: I) Law of Primary: A first impression tends to persist long and are easily revived. Beginning of the lesson should always be effective. Pupil s attitude toward the subject depends on the first impression of the teacher. II) III) Law of Recency: Recent experiences and associations recur most readily in the mind. Students remember better the concept they revise just before the examination. So teacher must revise important information & concepts just before the examination. Law of Frequency: The more frequently an impression is made or an association is formed, the more permanent is its retention or Mrs Megha Gokhe TSCER 14 of 15

15 reproduction. The teacher should give drill work to the class. H/e / She should take repetitive drill of important facts and concepts. IV) Law of Vividness: The more vivid an impression or experience is more easily it will be recalled. The strength of association depends on vividness of the experience. V) Law of part and whole. Mrs Megha Gokhe TSCER 15 of 15