Literaturnachweis - Detailanzeige
Autor/inn/en | Mayer, Richard E.; Jackson, Joshua |
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Titel | The Case for Coherence in Scientific Explanations: Quantitative Details Can Hurt Qualitative Understanding |
Quelle | In: Journal of Experimental Psychology Applied, 11 (2005) 1, S.13-18 (5 Seiten)
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1076-898X |
Schlagwörter | Mathematical Formulas; Transfer of Training; Scientific Concepts; Problem Solving; Test Results; Rhetoric; Multimedia Instruction; Science Instruction; Teaching Methods; Learning Processes |
Abstract | In Experiments 1A and 1B, students read a concise booklet containing 653 words and 6 illustrations describing the formation, propagation, and dispersion of ocean waves (concise group) or an expanded booklet containing 327 additional words and 5 additional illustrations describing relevant mathematical formulas and computations interspersed throughout the lesson (expanded group). In Experiment 2, students viewed a multimedia presentation of narrated animations based on the concise or expanded booklet. In both studies, the expanded group performed more poorly than did the concise group on problem-solving transfer tests. The added quantitative details may have distracted the learner from constructing a qualitative model of the process of ocean waves. (Author). |
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Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2017/4/10 |