Ronald L Vansickle
Biographic Data
| ID | 6100180 |
|---|---|
| NAME | Ronald L Vansickle |
| GIVEN NAMES | Ronald L |
| FAMILY NAME | Vansickle |
| SIGNATURE | VANSICKLE R L |
| AFFILIATIONS | University of Georgia |
| VERIFIED | No |
| TOTAL WORKS | 6 |
| TOTAL CITATIONS | 7 |
| WORKS AS AUTHOR | 6 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 1980 |
| LATEST PUBLICATION YEAR | 1991 |
| H-INDEX | 1 |
Higher Cognitive Thinking Skills in Social Studies
A Quantitative Review of Research on Instructional Simulation Gaming
Research on the instructional effects of simulation gaming compared to other instructional procedures was reviewed. Effect size estimates were computed for eight cognitive and affective dependent variables. The quantitative analysis indicated that simulation gaming produced greater cognitive learning to a small degree. Also, it was observed that simulation gaming produced an overall small positive effect for attitude toward the subject, a small n…
Toward More Adequate Quantitative Instructional Research
Quantitative instructional research is stronger when research questions are investigated in the context of well-defined lines of inquiry. Lines of inquiry allow the application of alternative perspectives, such as a social perspective, the refinement of the operationalizations of independent and dependent variables, and the development of high quality measurement instruments. They help manage interpretation problems caused by threats to internal …
Research Implications of a Theoretical Analysis of John Dewey's How We Think
John Dewey's theory of reflective thought as presented in How We Think (1933) was analyzed. Forty-seven variables were identified and categorized as: (1) behaviors which facilitate reflective thought; (2) outcomes of reflective thought; (3) perceptions of problems/subject matter; (4) attitudes toward reflective thought; (5) teacher characteristics and behaviors which may facilitate reflective thought; (6) problem/subject matter characteristics; a…
A Social Perspective on Student Learning
(1982). A Social Perspective on Student Learning. Theory & Research in Social Education: Vol. 10, No. 2, pp. 21-31
Instructional simulation of economic processes
A major innovation in teaching economics, and social science generally, is instructional simulation. A social process can be rendered concrete and observable when students act out roles in a highly structured context that reveals decisions and consequences with which real-life actors must contend. In economic education, a wide variety of processes have been simulated. For example, economics students can assume roles of workers and managers in an …
Higher Cognitive Thinking Skills in Social Studies
Research Implications of a Theoretical Analysis of John Dewey's How We Think
John Dewey's theory of reflective thought as presented in How We Think (1933) was analyzed. Forty-seven variables were identified and categorized as: (1) behaviors which facilitate reflective thought; (2) outcomes of reflective thought; (3) perceptions of problems/subject matter; (4) attitudes toward reflective thought; (5) teacher characteristics and behaviors which may facilitate reflective thought; (6) problem/subject matter characteristics; a…
A Social Perspective on Student Learning
(1982). A Social Perspective on Student Learning. Theory & Research in Social Education: Vol. 10, No. 2, pp. 21-31
Instructional simulation of economic processes
A major innovation in teaching economics, and social science generally, is instructional simulation. A social process can be rendered concrete and observable when students act out roles in a highly structured context that reveals decisions and consequences with which real-life actors must contend. In economic education, a wide variety of processes have been simulated. For example, economics students can assume roles of workers and managers in an …
A Social Perspective on Student Learning
(1982). A Social Perspective on Student Learning. Theory & Research in Social Education: Vol. 10, No. 2, pp. 21-31
Research Implications of a Theoretical Analysis of John Dewey's How We Think
John Dewey's theory of reflective thought as presented in How We Think (1933) was analyzed. Forty-seven variables were identified and categorized as: (1) behaviors which facilitate reflective thought; (2) outcomes of reflective thought; (3) perceptions of problems/subject matter; (4) attitudes toward reflective thought; (5) teacher characteristics and behaviors which may facilitate reflective thought; (6) problem/subject matter characteristics; a…
A Quantitative Review of Research on Instructional Simulation Gaming
Research on the instructional effects of simulation gaming compared to other instructional procedures was reviewed. Effect size estimates were computed for eight cognitive and affective dependent variables. The quantitative analysis indicated that simulation gaming produced greater cognitive learning to a small degree. Also, it was observed that simulation gaming produced an overall small positive effect for attitude toward the subject, a small n…
Toward More Adequate Quantitative Instructional Research
Quantitative instructional research is stronger when research questions are investigated in the context of well-defined lines of inquiry. Lines of inquiry allow the application of alternative perspectives, such as a social perspective, the refinement of the operationalizations of independent and dependent variables, and the development of high quality measurement instruments. They help manage interpretation problems caused by threats to internal …
Higher Cognitive Thinking Skills in Social Studies
Psychology (5 works) · Computer Science (4 works) · Mathematics education (4 works) · Cognition (3 works) · Epistemology (3 works) · Pedagogy (3 works) · Context (archaeology (2 works) · Education and Critical Thinking Development (2 works) · Educational research (2 works) · Perspective (graphical (2 works)