The Effect of Contrasting Instructional Strategies on Seventh-Grade Students' Ceramic Vessels

Abstract

This study consists of a comparison of a Studio/Technical approach, an Historical/Cultural approach, and a Questioning/Discussion approach to instruction in ceramics for seventh-grade students. It evaluates students' ceramic vessels and their ceramic knowledge according to treatment group, pretest and posttest, gender, and number of occasions the students had previously worked with clay. This investigation also compares analytic and holistic forms of assessment to evaluate growth in knowledge and in ceramic production. Findings indicate that the Questioning/Discussion Group scored significantly lower than the other two groups on the Ceramic Knowledge Test and on their ceramic vessels as rated by holistic assessment. Analytic assessment indicated no significant differences between groups for ceramic vessels. Gender and students' previous experiences with clay were not significant factors.