Using equivalence embedded instruction to teach course content.
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
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.
