The Fallacy of Excluded Instruction
A Common but Correctable Error in Process Oriented Teaching Strategies
Bibliographic Data
| ID | 11070282 |
|---|---|
| Authors | Gary R McKenzie (The University of Texas at Austin, corresponding author) |
| Year | 1979 |
| Volume | 7 |
| Issue | 2 |
| Pages | 35-48 |
| Publication date | 1979-06-01 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Theory & Research in Social Education (JOURNAL) |
| Journal identifiers | ISSN: 0093-3104 • E-ISSN: 2163-1654 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/00933104.1979.10506054 |
| OpenAlex | W2051726312 |
| Language | EN |
| Citations received | 2 |
| References cited | 11 |
I believe there is a logical flaw common enough in the design of indirect process oriented teaching strategies to account for much of the rather disappointing results in research. Many strategies assume the pupil lacks some idea or skill at the outset and provide some problem or activity which requires the pupil to discover and use the unknown in order to find a solution (a new unknown), but to encourage creativity or open ended thinking, the teacher does not provide sufficient data to enable pupils to learn either unknown. Pupils who need to learn the unknowns must fail, pupils who can supply the unknowns do not need the lesson. Examples in well known strategies are presented and appropriate corrections are suggested
Creativity · Epistemology · Fallacy · Logical reasoning · Mathematics education · Order (exchange · Process (computing · Pupil · Teaching method · Computer Science · Diverse Academic Research Areas · Educational Management and Quality · Psychology · Social Psychology
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| Unique citing works | 2 |
|---|---|
| Citations per year | 0,04 |
| Citation span | 1980 - 1982 (3) |
| Citation velocity | historical |
| Highly cited | No |
| Citation types | Neutral: 2 |