Test the hypotheses of the science of teaching against concrete facts found in school practice¶

Strategy · All strategies
Evidence · 1 claim (1 for) · 1 study (1 theoretical), q1 · 0 of 1 report an effect size · 1 claim rests on one study

Description¶

The article recommends that students of method complete the empirical half of the science of teaching by confronting existing hypotheses with classroom realities. As the author puts it, "Hypothesis forming has been only half the work, testing has been the other half." The strategy is to work with concrete facts as found in school practice, in the manner of the sawmill machinist's book that captured a complete, tested procedure, producing books on the teaching of writing, reading, spelling, arithmetic, history and other subjects.

Design Implications¶

Context¶

Requirements¶

• Researchers who can follow the child's mind through subject-matter and detect critical points
• Recording of research results so they can be used by practitioners

Constraints¶

• The article warns few sciences have progressed through purely dialectical methods

Target Learners¶

• education researchers
• teachers

Target Learning Goals¶

• developing evidence-based subject-specific teaching methods

Claims¶

• Instructional design models are rarely tested against outcomes; their credibility comes from practitioners finding them useful. [+W]

Related Strategies¶

Examples¶

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Key Sources¶

• Clayton C. Kohl. (1911). Needed Research in Method. The Journal of Educational Psychology. https://www.google.com/search?q=%22Needed+Research+in+Method%22+Kohl