Abstract
A self-instructional program on probability was administered to 38 preservice teachers. In one treatment, examples and explanations were abstract, whereas in the other, they were directly related to teaching. Following instruction, students completed an attitude survey and a posttest containing abstract, education-related, and medicine-related problems. The major finding was a significant treatment X item type interaction for performance: treatments were comparable on abstract and medical items, but the teaching-context group was far superior on education items. No differences in attitudes were found. The implications of the findings for teacher training and future research are discussed.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
