Research on teaching: Process-product research findings and the feelings of obviousness

To address the charge that research findings are obvious, this study examined the perceived obviousness of 12 findings of process–product research on teaching. 1,215 volunteers in Singapore and in the San Francisco Bay Area rated the degree of obviousness of each finding after (1) attempting to sele...

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Published in:Journal of educational psychology 1995-09, Vol.87 (3), p.504-511
Main Author: Wong, Lily Yee-Sheung
Format: Article
Language:English
Subjects:
Cross Cultural Differences
Experimentation
Human
Judgment
Knowledge Level
Knowledge of Results
Teaching
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description To address the charge that research findings are obvious, this study examined the perceived obviousness of 12 findings of process–product research on teaching. 1,215 volunteers in Singapore and in the San Francisco Bay Area rated the degree of obviousness of each finding after (1) attempting to select the actual finding from 2 possible opposite outcomes, (2) reading a single outcome that was either the actual or the direct opposite of the actual finding, or (3) reading a single outcome plus an explanation for the outcome. The selections of actual findings and the ratings of obviousness of actual or opposite-of-actual findings indicated that respondents could not always distinguish the true findings from their opposites. Explanations tended to increase the rated obviousness of the findings. Differences in gender, knowledge about teaching, and cultural background had inconsistent effects on the judgments of obviousness. (PsycINFO Database Record (c) 2016 APA, all rights reserved)
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subjects Cross Cultural Differences
Experimentation
Human
Judgment
Knowledge Level
Knowledge of Results
Teaching
title Research on teaching: Process-product research findings and the feelings of obviousness
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