Cognitive Process Analysis of Test Questions in a Computer-Managed College Biology Course Based on a Learning Style Assessment with Emphasis on Analytic-Spatial Skill.

Autor/in	Melear, Claudia T.
Titel	Cognitive Process Analysis of Test Questions in a Computer-Managed College Biology Course Based on a Learning Style Assessment with Emphasis on Analytic-Spatial Skill.
Quelle	(1990), (21 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Biology; Cognitive Development; Cognitive Style; College Science; Computer Managed Instruction; Curriculum Development; Educational Environment; Higher Education; Introductory Courses; Nonmajors; Problem Solving; Science Education; Spatial Ability; Student Characteristics; Thinking Skills; Learning Style Profile (NASSP) + Suchen Sie Ihr Suchwort? Biologie; Kognitive Entwicklung; Cognitive styles; Kognitiver Stil; Computer-assisted instruction; Computerunterstützter Unterricht; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Hochschulbildung; Hochschulsystem; Hochschulwesen; Einführungskurs; Problemlösen; Naturwissenschaftliche Bildung; Räumliches Vorstellungsvermögen; Denkfähigkeit
Abstract	The objective of this study was to provide data related to learning styles and to learning environments, to identify appropriate experiences for the non-major biology student. Investigated was whether congruence existed between a measured amount of cognitive process or analytical skill and the resultant answer on a test question which required that skill. Performance on one cognitive process, analytic skill on the Learning Style Profile (LSP) test, was evaluated for 96 students. Included in the evaluation were: (1) a determination of the amount of analytic skill required for six test questions in the computer test bank; (2) the students' score on the LSP analytic subscale; and (3) whether the students answered the analytical skills questions correctly or incorrectly. Results suggested that there was a relationship between a measured amount of analytic skill and a student's ability to perform on questions perceived to require analytical skill. Recommendations for course design are included. (KR)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC