The Seria - Think Instrument (Development of A Dynamic Test for Young Children)  

Oleh:

Tzuriel, David

Jenis: Article from Journal - ilmiah internasional
Dalam koleksi: School Psychology International vol. 21 no. 2 (Mei 2000), page 177-194.
Topik: INSTRUMENT ANALYSIS; seria; think instrument; development; dynamic test; young children
Fulltext: 177SPI212.pdf (102.51KB)

Isi artikel

The Seria - Think Instrument is a novel dynamic assessment measure developed for assessment and intervention with young children showing a variety of arithmetic difficulties. The Seria - Think Instrument is based on Vygotsky’s Zone of Proximal Development (ZPD) concept and Feuerstein’s Mediated Learning Experience (MLE) theory. The Seria - Think Instrument tasks require the operation of seriation, in combination with mastery of maths skills of addition and subtraction. The task is to insert a set of cylinders into a set of holes varying in depth (in a wooden block) so as to get rows with equal height, increasing height, and decreasing height. The task must be performed with as few insertions as possible; the holes can be measured by a measuring rod. Solving problems on the Seria - Think Instrument requires planning, systematic exploratory behaviour, simultaneous consideration of few sources of information and control of impulsivity. The dependant measures are number of insertions, number of measurements and performance. A sample of grade 2 children randomly assigned to experimental (n = 24) and control (n = 24) groups. Both groups were administered a pre and post - teaching phases on the Seria - Think Instrument before and after an intervention. The experimental group received mediation of planning, regulation of impulsivity, comparison and computation whereas the control group received free - play manipulative experience with no teaching. Both groups received a content related maths test after the post - teaching phase. A repeated measures MANOVA of treatment by time (2 × 2) was carried out with number of insertions, number of measurements and performance scores as dependent variables. The findings showed significant treatment by time interaction (F (3, 44) = 8.41, p < 0.0001) indicating that the experimental children significantly increased their number of measurements ...

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