The effect of subsuming concepts on student achievement on unfamiliar science learning material

Autor:	Thomas D. Johnsten, Robert S. Means, Richard A. Graber
Rok vydání:	1972
Předmět:	Chemistry education Student achievement education Mathematics education Learning theory Science learning Psychology Education Test (assessment) Developmental psychology
Zdroj:	Journal of Research in Science Teaching. 9:277-279
ISSN:	1098-2736 0022-4308
DOI:	10.1002/tea.3660090315
Popis:	Students enrolled in an undergraduate chemistry class were rank ordered by their performance on a test of organizing ability. The median break was used to form two groups: good organizers (GO) and poor organizers (PO). Students within these groups were randomly assigned to treatments. Treatment I subjects received an advance organizer followed by a learning passage. Treatment II subjects received the same organizer preceeded by the learning passage. Treatment in subjects received an historical nonorganizer and the learning passage. No significant differences were observed on treatment or interaction, but GO group achieved significantly higher learning passage scores than PO group.
Databáze:	OpenAIRE
Externí odkaz:	https://explore.openaire.eu/search/publication?articleId=doi_________::9739ccad71ea464590299d641a8bac80 https://doi.org/10.1002/tea.3660090315 Zobrazit plný text záznamu Plný text