Cognitive Factors That Influence Children's Learning from a Multimedia Science Lesson

Autor/inn/en	Anggoro, Florencia K.; Stein, Nancy L.; Jee, Benjamin D.
Titel	Cognitive Factors That Influence Children's Learning from a Multimedia Science Lesson
Quelle	In: International Electronic Journal of Elementary Education, 5 (2012) 1, S.93-108 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1307-9298
Schlagwörter	Science Instruction; Cognitive Ability; Physical Sciences; Grade 4; Grade 7; Molecular Structure; Water; Technology Uses in Education; Multimedia Instruction; Elementary School Students; Concept Formation; Scientific Concepts; Magnet Schools; Neighborhood Schools; Educational Technology; Oral Reading; Tutors; Visual Stimuli; Control Groups; Experimental Groups; Comparative Analysis; Pretests Posttests; Scores; Teaching Methods; Statistical Analysis; Age Differences; Illinois; Peabody Picture Vocabulary Test + Suchen Sie Ihr Suchwort? Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Denkfähigkeit; Natural sciences; Naturwissenschaften; Naturwissenschaft; School year 04; 4. Schuljahr; Schuljahr 04; School year 07; 7. Schuljahr; Schuljahr 07; Wasser; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Multimediales Lernen; Concept learning; Begriffsbildung; Unterrichtsmedien; Oral work; Reading; Mündliche Übung; Leseprozess; Lesen; Förderlehrer; Lehrender; Tutor; Teaching method; Lehrmethode; Unterrichtsmethode; Statistische Analyse; Age; Difference; Age difference; Altersunterschied
Abstract	The present study examined the cognitive factors that influence children's physical science learning from a multimedia instruction. Using a causally coherent text and visual models, we taught 4th- and 7th-grade children about the observable and molecular properties of the three states of water. We manipulated whether the text was read by a tutor (which supports simultaneous encoding of the verbal and visual information, i.e., "temporal contiguity") or whether children read the text on their own (which supports self pacing and interpretation of the information). Children in each condition received either static or dynamic graphics. Results showed that, regardless of the type of graphics, children demonstrated the greatest learning gains when the text was read to them by a tutor. This effect was more pronounced for the younger children. Thus, conditions that promote integration of verbal and visual information may provide the greatest support to children's learning from a causally coherent multimedia science lesson. (As Provided).
Anmerkungen	International Electronic Journal of Elementary Education. T&K Akademic Rosendalsvein 45, Oslo 1166, Norway. e-mail: iejee@iejee.com; Web site: http://www.iejee.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01