Learning Interference and Imagery Considerations Associated with Science Diagrams and Prose Media.

Autor/in	Holliday, William G.
Titel	Learning Interference and Imagery Considerations Associated with Science Diagrams and Prose Media.
Quelle	(1974), (19 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Tagungsbericht; Imagery; Instructional Materials; Interference (Language); Learning; Secondary School Science + Suchen Sie Ihr Suchwort? Metaphorik; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Lernen
Abstract	It was hypothesized that distinct conceptual relationships are better displayed in a unitary complex science diagram relative to a text description. A second hypothesis stated that the placement of a textual description adjacent to a unitary complex science diagram generally will divert the learners' attention to the theoretically less effective unit, the textual description. Adjunct verbal questions relative to a prose criterion posttest were used to facilitate the learners' inspection behavior. Two hundred seven high school biology students constituted the sample used in the experiments. Five treatment groups were formed: (1) word (black and white, block) diagram, (2) word diagram with prose, (3) picture-word (colored, stylized) diagram, (4) picture-word diagram with prose, and (5) prose. Four orthogonal comparisons of the means (p less than .05) supported the hypotheses. The word and picture-word science diagram treatments were independently more effective than a prose description and more effective than the multi-media or combination of the same diagram and prose. It was suggested that the effectiveness of certain multi-media science instructional presentations can result in learning interference. (Author/EB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01