This study compares the effectiveness of different approaches to training complex cognitive and psychomotor skills within the framework of road safety education for primary school children.
A method involving roadside behavioral training, a classroom instruction method and a method combining these two approaches were developed to teach basic skills critical to the safe crossing of intersections.
These three methods were presented to pupils of the first grade of primary schools (6-7-year-olds) and both the knowledge of the necessary crossing skills and the ability to perform these skills under normal traffic conditions was measured using a before/after treatment design.
The results indicate that knowledge and behavioural improvements can be achieved by both classroom instruction and the behavioral training, even though the latter approach appeared to be slightly superior.
This suggests that instruction carried out in the classroom can be beneficial in acquiring complex psychomotor skills, which is in contrast to earlier findings indicating that classroom instruction can only affect knowledge and does not improve road crossing skills.
The conclusion is reached that precise formulation of the educational objectives and use of audiovisual media are essential factors determining the effectiveness of cognitive instruction of road crossing skills in the classroom.
Mots-clés Pascal : Prévention, Sécurité, Piéton, Développement cognitif, Développement psychomoteur, Milieu scolaire, Etude comparative, Education, Cognition, Age scolaire, Enfant, Homme
Mots-clés Pascal anglais : Prevention, Safety, Pedestrian, Cognitive development, Psychomotor development, School environment, Comparative study, Education, Cognition, School age, Child, Human
Notice produite par :
Inist-CNRS - Institut de l'Information Scientifique et Technique
Cote : 97-0433337
Code Inist : 002A26J03B. Création : 19/12/1997.