Literaturnachweis - Detailanzeige
| Autor/in | Dansereau, Donald F. |
|---|---|
| Institution | Texas Christian Univ., Fort Worth. |
| Titel | Effects of Individual Differences, Processing Instructions, and Outline and Heading Characteristics on Learning from Introductory Science Text. Section 4: The Effects of Schema Training and Text Organization on Descriptive Prose Processing. Final Report. |
| Quelle | (1982), (36 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Cognitive Processes; College Science; College Students; Comprehension; Geology; Higher Education; Knowledge Level; Prose; Recall (Psychology); Science Education; Textbook Research; Training Methods |
| Abstract | Two experiments were conducted to assess the effects of knowledge schema training and text organization on the comprehension and recall of scientific prose. The first experiment tested whether or not knowledge schema training improves processing and recall of a passage on plate tectonics (32 college subjects served as subjects). The second experiment investigated the effectiveness of using a knowledge schema to organize the prose passage in addition to replicating and extending the results of the first experiment (88 general psychology students served as subjects). As a preliminary step, a knowledge schema specifying the categories of knowledge important to understanding a scientific theory was developed. Results of both experiments indicated that training students to use this schema as a processing aid significantly facilitated recall performance. In addition, it was found in the second experiment that organizing the presentation sequence of major concepts of the passage according to this knowledge schema significantly improved subsequent recall in comparison to a coherent, alternate presentation sequence. It is suggested that increasing students' comprehension and recall may be accomplished by training students to use a set of specified knowledge schema relevant to a number of areas and organizing material according to this same set of knowledge schemata. (Author/JN) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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