The identification and evaluation of exemplar intensity in the classroom teaching and learning of concepts

Abstract

The teaching and learning of concepts in the social studies classroom have been recognized as critically important. Numerous models for this type of instruction are available to teachers, and these models generally follow a similar pattern or format. They have all been built on a sound research base. However, these models are perceived as assuming “exemplar equivalence” which simply means that they assume all positive exemplars of a particular concept are equally useful as teaching or evaluating tools. This project sought to establish an affective concept exemplar variable called exemplar intensity, a characteristic that would challenge the notion of equivalence by its impact on cognitive gain. Evaluation of this variable was the focus of the study. The variable exemplar intensity was developed along the lines of the paradigm used by R. D. Tennyson and R. C. Boutwell (1971, NSPI Journal, 10, 5–10) for their concept of difficulty. During the course of the investigation, ratings for intensity were determined and compared to difficulty to assure that these were two separate and independent variables. Once that had been established, two lessons differing in their exemplar intensity were designed. One contained high-intensity positive exemplars, and one had low-intensity positive exemplars. A control which had no instruction whatsoever helped determine that the two lessons had indeed caused learning to take place, but no differences between the two lessons were found. Thus, the hypothesis that the high-intensity exemplars would increase the cognitive achievement of learners above that of those receiving low-intensity exemplars was not supported. Exemplar intensity does not affect learning of concepts. During the course of the study, data were gathered that allowed a comparison between the use of the instructional model advocated by the author and the use of the definition alone. There was substantial evidence supporting the traditional notion that use of the model results in higher achievement than use of the definition alone.