Effects of Modes of Computer-Assisted Instruction on Conceptual Understanding and Achievement of College Students Exhibiting Individual Differences in Learning: A Pilot Study.

Autor/inn/en	Rowland, Paul; Stuessy, Carol L.
Titel	Effects of Modes of Computer-Assisted Instruction on Conceptual Understanding and Achievement of College Students Exhibiting Individual Differences in Learning: A Pilot Study.
Quelle	(1987), (28 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Cognitive Style; College Science; Computer Assisted Instruction; Computer Uses in Education; Elementary Education; Elementary School Teachers; Energy; Higher Education; Learning Processes; Learning Strategies; Preservice Teacher Education; Science Education; Science Instruction + Suchen Sie Ihr Suchwort? Cognitive styles; Kognitiver Stil; Computer based training; Computerunterstützter Unterricht; Computernutzung; Elementarunterricht; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Energie; Hochschulbildung; Hochschulsystem; Hochschulwesen; Learning process; Lernprozess; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Lehramtsstudiengang; Lehrerausbildung; Naturwissenschaftliche Bildung; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht
Abstract	The purpose of this study was to determine the effects of two modes of computer-assisted instruction, simulation and tutorial, upon the ability of preservice elementary teachers to understand relationships between a number of concepts dealing with home energy. A number of instruments measuring various dimensions of learning style differences were administered to ascertain which learning style constructs interacted with mode of instruction to predict conceptual understanding and scores on an achievement test. Results of this study indicated that achievement scores were higher for users of the tutorial; however, the number of valid concept relationships did not differ by treatment. In addition, the difference in achievement scores favoring the tutorial specifically was found in subjects exhibiting an external locus of control, field independence, and/or high discrimination skill. Other individuals showed no difference in achievement by treatment. Additionally, subjects whose holist/serialist orientation was matched to the appropriate mode of instruction scored significantly higher on the achievement test than those who were mismatched. (Author)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC