The Effect of Adjunct Post-Questions, Metacognitive Process Prompts, Cognitive Feedback and Training in Facilitating Student Achievement from Semantic Maps

Autor/inn/en	Yamashiro, Kelly Ann C.; Dwyer, Francis
Titel	The Effect of Adjunct Post-Questions, Metacognitive Process Prompts, Cognitive Feedback and Training in Facilitating Student Achievement from Semantic Maps
Quelle	In: International Journal of Instructional Media, 33 (2006) 3, S.303-315 (13 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0092-1815
Schlagwörter	Semantics; Visual Aids; Educational Objectives; Feedback; Instructional Effectiveness; Foreign Countries; Factor Analysis; Predictor Variables; Teaching Methods; Cross Cultural Studies; Criterion Referenced Tests; Metacognition; Concept Mapping; Taiwan + Suchen Sie Ihr Suchwort? Semantik; Anschauungsmaterial; Educational objective; Bildungsziel; Erziehungsziel; Unterrichtserfolg; Ausland; Faktorenanalyse; Prädiktor; Teaching method; Lehrmethode; Unterrichtsmethode; Cultural comparison; Kulturvergleich; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Concept Map
Abstract	The purpose of this study was to examine the instructional effectiveness of adjunct post-questions, metacognitive process prompts, cognitive feedback and training in complementing semantic maps. Two hundred seventy Taiwanese subjects were randomly assigned to eight treatments. After interacting with their respective treatments each completed three criterion tests designed to measure different educational objectives. The method of analysis involved a 4 x 2 factorial design. Alpha was set at the 0.05 level. Insignificant differences in achievement were found to exist among treatments receiving the different independent variables. The study raises serious concern about generalizing research results obtained in one culture to another and offers several alternative explanations related to the use of semantic maps for instructional purposes. (Contains 4 charts.) (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10