Literaturnachweis - Detailanzeige
| Autor/inn/en | Horney, Mark A.; Anderson-Inman, Lynne; Terra, Fatima |
|---|---|
| Titel | Exploring the Effects of Digital Note Taking on Student Comprehension of Science Texts |
| Quelle | In: Journal of Special Education Technology, 24 (2009) 3, S.45-61 (17 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0162-6434 |
| Schlagwörter | Heredity; Reading Comprehension; Reading Strategies; Grade 5; Science Instruction; Notetaking; Biology; Comparative Analysis; Disabilities; Special Education; Special Needs Students; Assistive Technology; Scaffolding (Teaching Technique); Educational Technology; Computer Assisted Instruction; Electronic Learning; Audio Equipment; Instructional Materials; Science Materials; Multimedia Instruction; Multimedia Materials Erblichkeit; Leseverstehen; Reading strategy; Leselernstufe; Lesetechnik; School year 05; 5. Schuljahr; Schuljahr 05; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Biologie; Handicap; Behinderung; Special needs education; Sonderpädagogik; Sonderschulwesen; Sonderpädagogischer Förderbedarf; Unterrichtsmedien; Computer based training; Computerunterstützter Unterricht; Audio-CD; Lehrmaterial; Lehrmittel; Multimediales Lernen |
| Abstract | This study investigated the effects of text notes and voice notes on the comprehension of science texts by fifth grade students. The study was conducted to determine whether digital note taking was an effective reading strategy, and whether one form of digital note taking was more effective than the other. Results revealed that general education students made statistically significant gains for both science texts: Cells, and Heredity. For Cells, the voice notes group outperformed their text note peers at a level that was statistically significant. Special education students also made greater test gains using voice notes rather than text notes, and this difference was statistically significant for short-answer tests on Heredity. Additional analyses revealed diverse note taking strategies, which appeared consistent across media. (As Provided). |
| Anmerkungen | Technology and Media Division of the Council for Exceptional Children. Available from: Boyd Printing Company, Inc. University of Oklahoma, College of Education, 820 Van Vleet Oval, Norman, OK 73072. Web site: http://www.tamcec.org/jset/ |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
Literaturbeschaffung und Bestandsnachweise in Bibliotheken prüfen
Permalink als QR-Code
Inhalt auf sozialen Plattformen teilen (nur vorhanden, wenn Javascript eingeschaltet ist)
Teile diese Seite:
