They Teach Concepts, Don’t They
Bibliographic Data
| ID | 9735311 |
|---|---|
| Authors | Susan M Markle (University of Illinois Chicago, corresponding author) |
| Year | 1975 |
| Volume | 4 |
| Issue | 6 |
| Pages | 3-9 |
| Publication date | 1975-06-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Educational Researcher (JOURNAL) |
| Journal identifiers | ISSN: 0013-189X • E-ISSN: 1935-102X |
| Publisher | American Educational Research Association (AERA) (PUBLISHER) |
| DOI | 10.3102/0013189x004006003 |
| OpenAlex | W1968088821 |
| Language | EN |
| Citations received | 10 |
| References cited | 9 |
In specifying the primitive first for teaching concepts, I will overlook here a common prejudice that you would expect from an old-timer in programed instruction, namely that the instruction will provide for meaningful student information-processing activities with feedback, and will restrict consideration to the purely formal surface requirements that sufficient information be there for
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They Too Teach Concepts
Feature Frequency and Negative Instances in Concept Learning
| Unique citing works | 10 |
|---|---|
| Citations per year | 0,2 |
| Citation span | 1976 - 2011 (36) |
| Citation velocity | historical |
| Highly cited | No |
| Citation types | Neutral: 10 |