Literaturnachweis - Detailanzeige
| Autor/inn/en | Garofalo, Salvatore G.; Farenga, Stephen J. |
|---|---|
| Titel | Cognition and Spatial Concept Formation: Comparing Non-Digital and Digital Instruction Using Three-Dimensional Models in Science |
| Quelle | In: Technology, Knowledge and Learning, 26 (2021) 1, S.231-241 (11 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | ORCID (Garofalo, Salvatore G.) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 2211-1662 |
| DOI | 10.1007/s10758-019-09425-6 |
| Schlagwörter | Science Instruction; Concept Formation; Visual Aids; Models; Spatial Ability; Computer Uses in Education; Instructional Effectiveness; Short Term Memory; Long Term Memory; Paper (Material) |
| Abstract | This study compared physical and digital models of a scientific topic in order to determine representational competence, short- and long-term cognition, and the extent to which physical or digital interfaces enhance spatial ability. The DNA molecule was used as a representative spatial topic to investigate conceptual and spatial understanding. Findings suggest a significant effect among four conditions: F(3) = 3.47, p = 0.02. A Tukey-HSD post hoc analysis identified a significant difference between the paper instruction/paper assessment dyad and the digital instruction/digital assessment dyad (d = 0.78). The results of an independent-samples t test analyzing the difference between the methods of instruction regardless of method of assessment demonstrated a significant difference in the scores for paper instruction and digital instruction conditions; t(130) = 2.56, p = 0.006. These outcomes demonstrated greater 3-D representational and conceptual understanding of the DNA molecule when paper models were constructed. (As Provided). |
| Anmerkungen | Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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