Enhancing learning using questions adjunct to science charts
作者:
William G. Holliday,
Garth Benson,
期刊:
Journal of Research in Science Teaching
(WILEY Available online 1991)
卷期:
Volume 28,
issue 1
页码: 97-108
ISSN:0022-4308
年代: 1991
DOI:10.1002/tea.3660280109
出版商: Wiley Subscription Services, Inc., A Wiley Company
数据来源: WILEY
摘要:
AbstractThis study supported two hypotheses. First, adjunct questions interacted with a science chart so powerfully that content established as difficult to learn in the pilot and in this study's control groups became easier to learn when charted. Second, students familiar with the chart test before instruction (test exposure) were better prepared to take this test after instruction. This adjunct‐question study examined the generalizability of selective‐attention and academic‐studying hypotheses to a modified science chart medium. About 300 high school students were randomly assigned to four conditions each including a vitamin chart (chart only, test exposure, importance of questions emphasized to students by teachers, and combinational conditions–‐test exposure and question importance) across 16 biology classrooms. Then these same students were again randomly assigned within each classroom to a control and to four question treatments (no questions, questions focusing on easy‐to‐learn charted content, questions focusing on difficult‐to‐learn charted content, and a combina
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