In two experiments the applicability and effectiveness of the use of algorithms in traffic education in real classroom settings was investigated. Three matched groups of elementary school pupils participated in the first experiment. In the first group a transformation algorithm for solving traffic priority problems was built up together with the pupils. Then they were trained in working with the algorithm. The second group learned the traffic priority rules in a non-algorithmic way. The third group served as a control group. Post and retention tests showed that the experimental groups did not differ significantly, although the expected tendency in the spread of learning results was found. In both groups retention remained below expectation level. In the second experiment with two matched groups of pupils, the experimental group was offered a combination program, which contained the key elements of the experimental conditions mentioned above. Moreover, in the experimental condition pupils worked with the algorithm in the role of a cyclist, unlike the first experiment in which they did not solve the problems as a real participant in the traffic situation. The hypothesis that this program would lead to better retention was confirmed. The paper concludes with some suggestions for additional improvements of the experimental program. (Author/publisher)
Abstract