Effects of multimedia and schema induced analogical reasoning on science learning.
The present study investigates the effects of multimedia and schema induced analogical reasoning on science learning. It involves 89 fourth grade elementary students in the north-east of the United States. Participants are randomly assigned into four conditions: (a) multimedia with analogy; (b) mult...
| Publicado en: | Journal of Computer Assisted Learning Vol. 24; no. 6; pp. 474 - 483 |
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| Autores principales: | , , , |
| Formato: | clinical trial pictorial research tables/charts Journal Article |
| Publicado: |
Wiley-Blackwell
Dec2008
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=105344549&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 105344549 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02664909 6M1 jtl: Journal of Computer Assisted Learning issn: 02664909 maglogo: Y pubinfo: dt: Dec2008 vid: 24 iid: 6 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 105344549 105344549 2010457736 10.1111/j.1365-2729.2008.00282.x 105344549 ppf: 474 ppct: 9 formats: tig: atl: Effects of multimedia and schema induced analogical reasoning on science learning. aug: au: Zheng R Yang W Garcia D McCadden E affil: 1705 Campus Center Drive, Room 327, Department of Educational Psychology, College of Education, University of Utah, Salt Lake City, UT, USA 84112-9255. Email: robert.zheng@utah.edu sug: subj: Computer-Assisted Instruction In Infancy and Childhood Electricity Education Multimedia Utilization Teaching Materials Child Clinical Trials Coefficient alpha Descriptive Statistics Female Male Metaphor Multivariate Analysis of Covariance Outcomes of Education Pennsylvania Random Assignment Schools, Elementary Students, Elementary Human Child: 6-12 years Female Male ab: The present study investigates the effects of multimedia and schema induced analogical reasoning on science learning. It involves 89 fourth grade elementary students in the north-east of the United States. Participants are randomly assigned into four conditions: (a) multimedia with analogy; (b) multimedia without analogy; (c) analogy without multimedia; and (d) non-multimedia and non-analogy. The multivariate analyses of covariance reveal significant main effects for multimedia and analogy learning as well as a significant interaction between multimedia and analogy. The findings show that schema induced analogical reasoning can significantly improve science learning and that multimedia becomes more effective when it is integrated with an instructional method such as analogy and less so when it is used only as a visual tool. The study also shows the field dependence/independence as a significant covariate that influences learners' schema induced analogical reasoning in learning. Discussions pertaining to the significance of the findings and their implications for teaching and learning are made. Suggestions for future research are included with an emphasis on developing multimedia supported analogical reasoning for science learning. pubtype: Academic Journal doctype: clinical trial pictorial research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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