Using Information Processing Theory to Teach Social Stratification to Pre-Service Teachers

Abstract

Information in context has meaning for the student, easily understood, easily retrieved, and successfully moves to long term memory. If information is not in context, rote memorization occurs with the less meaningful information, and information is not easily retrieved or successfully stored in long term memory. The purpose of this study was to determine if using a teaching simulation to teach social stratification can improve the students' knowledge of culture and knowledge of effective instructional practices using 21 incoming freshman students. This study used a mixed methods approach with journal entries and inventories. The results indicated the pre-service teachers felt the simulation allowed them to apply the classroom content within a direct learning experience.