Literaturnachweis - Detailanzeige
| Autor/inn/en | Li, Tiancheng; Jonassen, David H. |
|---|---|
| Titel | The Effect of Lesson Structures on Predication and Inference. |
| Quelle | (1996), (8 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Abstract Reasoning; Academic Achievement; Case Studies; Comparative Analysis; Concept Teaching; Inferences; Instructional Design; Instructional Effectiveness; Postsecondary Education; Prediction; Teaching Methods; Thinking Skills; Time Factors (Learning); Time on Task |
| Abstract | Theories of situated learning attempt to overcome the ill-structured nature of some domains of learning, and to use students' tendencies to construct knowledge representation on context and prior experience. Success comes when students apply abstract principles to real life. This study compares the effectiveness of two different lesson structures on helping students make inferences and predictions after studying a computer-based lesson of an interdepartmental information system. The two different lesson structures used were: case-based cognitive flexibility structure and concept-based lesson structure with examples. The two groups were randomly created with 381 sophomore business student volunteers. After the lesson, participants were given a multiple choice test with 10 questions on prediction and 9 questions on inference, randomly mixed. The time the students spent on the program was recorded. After finishing the lesson, students took the first part of the Necessary Arithmetic Operations Test (NAOT), 15 multiple choice questions that measure the general reasoning factor. Time on task and reasoning ability contributed significantly to students' performance making inferences and predictions. The students performed equally well in making predictions in different lesson structures, but in making inferences from given information, the students in case-based lessons performed better than those in concept-based lessons. Multiple perspectives and rich contextual information in case-based lesson structure enabled students to understand the inter-relationships and connect the information into better representations, which helped the inference-making process. (Contains 14 references and 7 tables.) (Author/SWC) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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