A study of student attitude toward traditional and generative models of instruction

This study compared the attitudes and cognitive dispositions of three eighth-grade classes toward two methods of instruction: one operationally defined as traditional and the other as generative. The generative method was a student-centered, debate- and dialogue-oriented, inquiry method of instruction. Children's attitude ratings (in seven categories) revealed that the traditional method was rated much higher than the generative. The traditional method's structured, teacher-centered, highly controlled atmosphere seemed to be in line with what the children were used to in the past. The children viewed the generative method as unstable, not serious, and unreliable. Suggestions are offered for teachers and researchers.