The effect of explicit instruction and implicit learning of the concept and generalization structure on the classification and explanation behaviour, retention of the classification and explanation behaviour and transfer

This study investigates the effect of explicit instruction and implicit learning of the concept and generalization structure on the classification and explanation behaviours, retention, and transfer of the classification and explanation behaviours. The study was conducted as a pretest- posttest quasi-experimental design. In line with this, two experimental and two control groups were formed. Throughout the process, the researcher instructed only the experimental groups while the control groups were instructed by two other teachers lecturing the course of ?Learning-Teaching Theories and Approaches? in the Çukurova University, Department of Educational Sciences.The study was conducted with students attending Çukurova University, Master of education programme for secondary education subject areas, in the mathematics, biology, and physics departments in the spring semester of the 2008-2009 academic year. The total number of 97 students were divided into control and experimental groups as follows: Experimental group-1, 24 students; Experimental group-2, 29 students; Control group-1, 23 students and Control group-2, 21 students. Only the students in the Group Experimental 1 were exposed to explicit instruction.The groups were equalized based on the pre-test results of the ?Short Answers Test on Concept and Generalization Structure? (KGYKCT), ?Multiple Choice Test on Concept and Generalization Structure? (KGYÇST), ?Short Answers test on the Behavioral Learning Theory? (DÖKKCT), ?Concept Test on the Behavioral Learning Theory? (DÖKKT) and ?Principle Test on the Behavioral Learning Theory? (DÖKİT). Besides, means of the entry scores for the master education programme were taken into consideration while equalizing the groups. The data were collected through KGYKCT, KGYÇST, DÖKKCT, DÖKKT and DÖKIT post-test and retention tests, Concept Transfer Test (KTT), Generalization Transfer Test (GTT), Confidence Rating Scale, and Students? Feedback Form.The data were analyzed using SPSS 11.5 statistical package programming. Arithmetic means, Standard deviations, revised means, and Standard error values were presented for the descriptive analysis of the data. Comparative analysis of the data was conducted with paired samples t-test, one-way variance analysis, and covariance analysis. In the analysis of covariance, when the premise of the equal slope of the regression line was not met, two-way ANOVA was performed. The qualitative data obtained from students? feedback forms were analyzed using descriptive analysis and content analysis methods.To summarise the results of the findings obtained from the study, explicit instruction which the Experimental group 1 was exposed to, was found to be effective in the enhancement of teaching explicit knowledge about classification and explanation behaviour. Besides, in terms of the KGYKCT and KGYÇST post-test total success scores for the classification and explanation behaviour and correct answer confidence level scores, a significant difference was found between the Experimental group -1, Experimental group-2 and control groups, in favour of the Experimental group-1. Interms of the structure tests, a significant difference was found between the Experimental group 2 and only Control group 2 in favour of theExperimental group 2. No significant difference was detected between the Experimental group 2 and Control group 1. It can thus be concluded that implicit instruction of concept and generalization structure in a context, though slightly, affect the enhancement of implicit knowledge about classification and explanation behaviour. It was observed that participants in the Control group 2 gained the implicit knowledge about classification and explanation behaviour but this knowledge turned into explicit knowledge in the tests on behaviourist learning theoryand permanency.Interms of the transfer of the implicit and explicit knowledge about the classification and explanation behaviour, no significant difference was detected between the Experimental group 1 and control groups. A significant difference was found only in concept transfer test between the Experimental group 2 and Control group 2 in favour of the Experimental group 2. In the permanency tests, a significant difference was observed between the experimental groups and onlyExperimental Group 2 in favour of the experimental groups. It can be concluded that explicit instruction is effective in enhancing explicit knowledge about concept and generalization structure and the treatment used for implicit learning is partially effective in enhancing implicit knowledge.Keywords:Concept Structure, Generalization Structure, Concept Analysis, Generalization Analysis, Explicit Instruction, Implicit Learning, Explicit Knowledge, Implicit Knowledge, Behavioral Learning Theory, Secondary Education Subject Areas.