Influence of Context-Learning on Solution of Task-Oriented Science Problems.

The article discusses a study on the processes involved in science learning within a certain context. Study subjects were 60 boys in the fourth month of the first grade, distributed in three schools and among six teachers, and were randomly assigned to one of four treatment sequences. Treatments were comprised of two contexts and employed one or more of three normative concepts selected from the area of physical science. It was found that behavior sequences for each individual in the experiment differed along four dimensions namely number of response events, order of occurrence of response events, range of response events exhibited, and rate of responding.