Learner-Generated vs. Instructor-Provided Analysis of Semantic Relationships [microform] / David H. Jonassen and Others
- Bib ID:
- 5546794
- Format:
- Book and Microform
- Author:
- Jonassen, David H
- Description:
-
- [Washington, D.C.] : Distributed by ERIC Clearinghouse, 1992
- 13 p.
- Summary:
-
This study explores the effectiveness of an instructional strategy which displays appropriate knowledge structures versus a learning strategy that engages learners in defining knowledge structures by comparing the effects of providing graphical organizers in the form of completed frames with requiring students to complete frames as a study strategy prior to examinations. The learning variable being investigated is structural knowledge, i.e., the knowledge of how concepts within a domain are interrelated. The subjects were 56 students from a general psychology course at a large community college in Denver, Colorado, who were divided into two groups. Three subject-matter exams were designed to test recall of the text and lecture material, and subscales were developed to measure three aspects of structural knowledge: relationship proximity judgments, semantic relationships, and analogies. Students were also asked to complete a questionnaire assessing the extent of use and helpfulness of the instructor-provided and student-generated maps. Analyses of the data showed that both groups improved their relationship knowledge by focusing on the relationships when using the instructor-provided graphic organizers, and structural knowledge acquisition improved significantly. Between the second and third exams, however, an apparent task-by-group interaction occurred as Group 1 relationship scores appear to have benefited more from the learning strategy than Group 2 scores. Factors that may have influenced the results include the treatment, the content or test difficulties, and the difficulty of the mapping exercise. (12 references) (BBM)
- Notes:
-
- ERIC Note: In: Proceedings of Selected Research and Development Presentations at the Convention of the Association for Educational Communications and Technology and Sponsored by the Research and Theory Division; see IR 015 706.
- May also be available online. Address as at 14/8/18: https://eric.ed.gov/
- Reproduction:
- Microfiche. [Washington D.C.]: ERIC Clearinghouse microfiches : positive.
- Subject:
- Available From:
- ERIC
- Copyright:
-
In Copyright
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Copyright status was determined using the following information:
- Material type:
- Literary Dramatic Musical
- Published status:
- Published
- Publication date:
- 1992
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