Summoning Prior Knowledge through Metaphorical Graphics: An Example in Chemistry Instruction

Autor/inn/en	Stroud, Michael J.; Schwartz, Neil H.
Titel	Summoning Prior Knowledge through Metaphorical Graphics: An Example in Chemistry Instruction
Quelle	In: Journal of Educational Research, 103 (2010) 5, S.351-366 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0671
Schlagwörter	Textbooks; Prior Learning; Chemistry; Teaching Methods; Science Instruction; Figurative Language; Computer Graphics; Scientific Concepts; College Students; College Mathematics; Visual Stimuli; Educational Technology; Computer Assisted Instruction + Suchen Sie Ihr Suchwort? Textbook; Text book; Schulbuch; Lehrbuch; Vorkenntnisse; Chemie; Teaching method; Lehrmethode; Unterrichtsmethode; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Computergrafik; Collegestudent; Unterrichtsmedien; Computer based training; Computerunterstützter Unterricht
Abstract	The present investigation was designed to determine if the learning benefits of metaphors and graphics could be combined into one instructional device--a metaphorical graphic--to aid in the acquisition of difficult concepts of chemistry. The authors further sought to determine if metaphorical graphics could foster greater retention of the basic properties of chemical elements when compared to verbal descriptions of those properties or traditional graphical representations of elements commonly seen as orbital diagrams in chemistry textbooks. The findings revealed that metaphorical graphics helped learners to develop a deeper understanding of the behavior and reactivity, but not physical properties, of the features of fifteen selected chemical elements. (Contains 10 tables and 4 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10