2020 Conference Archive
Using equivalence embedded instruction to teach course content.
Copyright
This work is archived and distributed under the repository's Standard Copyright and Reuse License (opens in new tab). End users may copy, store, and distribute this work without restriction. For all other uses, permission must be obtained from the copyright owners or their authorized agents.
Conference Tracks
Teaching Practices (Poster Only) – Analysis, synthesis, reflection, and discussion
Abstract
There is research that demonstrates if material is presented in a particular way a learner may learn additional information for “free”. The current research sought to extend the literature by embedding a stimulus equivalence procedure into an introductory course in behavior analysis. Students were given material and teacher-paced assignments but practiced the material on their own. Students (70%) demonstrated mastery of the taught relations and 75% demonstrate mastery of the emergent relations (free learning). A small sample (n = 8) demonstrated retention of learned material 2 months after training. Future implications for course-embedded stimulus equivalence are discussed.
Session Format
Poster
1
Location
Harborside Ballroom East
Publication Type and Release Option
Event
Recommended Citation
Frame, Kimberly N., "Using equivalence embedded instruction to teach course content." (2020). SoTL Commons Conference. 27.
https://digitalcommons.georgiasouthern.edu/sotlcommons/SoTL/2020/27
Using equivalence embedded instruction to teach course content.
Harborside Ballroom East
There is research that demonstrates if material is presented in a particular way a learner may learn additional information for “free”. The current research sought to extend the literature by embedding a stimulus equivalence procedure into an introductory course in behavior analysis. Students were given material and teacher-paced assignments but practiced the material on their own. Students (70%) demonstrated mastery of the taught relations and 75% demonstrate mastery of the emergent relations (free learning). A small sample (n = 8) demonstrated retention of learned material 2 months after training. Future implications for course-embedded stimulus equivalence are discussed.
