Comparing Strategies for Teaching Abstract Concepts in an Online Tutorial

Autor/inn/en	Fox, Eric J.; Sullivan, Howard J.
Titel	Comparing Strategies for Teaching Abstract Concepts in an Online Tutorial
Quelle	In: Journal of Educational Computing Research, 37 (2007) 3, S.307-330 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0735-6331
Schlagwörter	Classification; Psychology; Internet; Higher Education; Educational Technology; Theories; Abstract Reasoning; College Instruction; Computer Assisted Instruction; Semantics; Inferences; Concept Mapping; Relationship; Time on Task; Student Attitudes; Teaching Methods; Outcomes of Education; Instructional Design; Foreign Countries; Undergraduate Students; Computer Software; Methods Research; Matched Groups; Student Surveys; Multiple Choice Tests; Pretests Posttests; Statistical Analysis; Concept Formation; Language Processing; Canada; Netherlands; Sweden; United Kingdom; United States + Suchen Sie Ihr Suchwort? Classification system; Klassifikation; Klassifikationssystem; Psychologie; Hochschulbildung; Hochschulsystem; Hochschulwesen; Unterrichtsmedien; Theory; Theorie; Abstraktes Denken; Denken; Hochschullehre; Computer based training; Computerunterstützter Unterricht; Semantik; Inference; Inferenz; Concept Map; Wechselbeziehung; Zeitaufwand; Schülerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Lernleistung; Schulerfolg; Lesson concept; Lessonplan; Unterrichtsentwurf; Ausland; Methodenforschung; Schülerbefragung; Multiple choice examinations; Multiple-choice tests, Multiple-choice examinations; Multiple-Choice-Verfahren; Statistische Analyse; Concept learning; Begriffsbildung; Sprachverarbeitung; Kanada; Niederlande; Schweden; Großbritannien; USA
Abstract	The purpose of this study was to compare traditional classification training for a set of abstract concepts with multiple-relations training consisting of inference practice and the use of a content diagram. To examine this, 200 undergraduate and graduate psychology students completed a Web-based tutorial covering the abstract concepts of a psychological theory of language and cognition. All participants received the same core instructional content and practice activities varied by experimental condition: some participants received classification training, some received multiple-relations training, some received a combination of both, and some received neither. Performance on a posttest with three subsections was evaluated. Participants who received classification training were significantly better at identifying new instances of the concepts than participants who did not. Neither classification training nor multiple-relations training had a significant effect on ability to identify concept definitions or answer application questions. Implications for the development of instruction for abstract concepts are discussed. (Contains 4 tables and 1 figure.) (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10