Abstract
This study involved 240 fourth graders and 240 seventh graders from four North Chicago schools. It was a replication and extension of an unpublished doctoral dissertation that was conducted by Johnson at Northwestern University in 1973. The objective of the study was to investigate the relative effectiveness of four different types of advanced organizers when they were used to introduce a 30-minute self-instructional unit about elementary concepts in motion geometry. One type of organizer used several simple applications to introduce intuitively the ideas that were in the unit; another type of organizer used only a single application: another used several concrete models; and the fourth used a single concrete model. In addition to comparing the four basic types of organizers, experimental treatments compared children who received an organizer before reading the basic unit (i.e., an advanced organizer) with children who received an organizer after they had completed the basic unit (i.e., a post organizer): and it compared children who worked on the organizer in small groups with children who worked individually.
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