THE EFFECT OF THE POSITION OF INSERTED QUESTIONS ON LEARNING FROM AN ACTIVITY-CENTERED SCIENCE MODULE.
The article investigates the effect of the position of inserted questions on learning from an activity-centered science module. This study is aimed to assess the applicability of the mathemagenic model to instructional materials apart from written devices. The instructional device employed in this i...
| Publicado en: | Journal of Research in Science Teaching Vol. 13; no. 2; pp. 167 - 171 |
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| Autores principales: | , |
| Formato: | Artículo |
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Wiley-Blackwell
Mar1976
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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=hlh&AN=20955321&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 20955321 longDbName: Humanities International Complete uiTag: AN controlInfo: bkinfo: jinfo: jid: 00224308 STE jtl: Journal of Research in Science Teaching issn: 00224308 maglogo: Y pubinfo: dt: Mar1976 vid: 13 iid: 2 pid: 480 pub: Wiley-Blackwell artinfo: ui: 20955321 10.1002/tea.3660130209 ppf: 167 ppct: 4 formats: tig: atl: THE EFFECT OF THE POSITION OF INSERTED QUESTIONS ON LEARNING FROM AN ACTIVITY-CENTERED SCIENCE MODULE. aug: au: Markle, Glenn Capie, William affil: University of Cincinnati, Cincinnati, Ohio 54221 University of Georgia, Athens, Georgia 30602 su: Thought insertion Learning Learning ability Study skills Active learning Educational tests & measurements Teaching aids Psychology of learning Academic achievement sug: subj: Thought insertion Learning Learning ability Study skills Active learning Educational tests & measurements Teaching aids Psychology of learning Academic achievement ab: The article investigates the effect of the position of inserted questions on learning from an activity-centered science module. This study is aimed to assess the applicability of the mathemagenic model to instructional materials apart from written devices. The instructional device employed in this investigation is an activity-centered module that requires students to manipulate objects in the event of the learning process. Inclusive of the said module is a rationale, four enabling activities and a list of performance objectives, measuring as a process, measuring mass and volume using metric units, accuracy and precision in measuring. As a result, the differences between the groups that receive questions before and after an activity were small on both the relevant and incidental tests. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: Y dt: @attributes: year: 1976 holdings: @attributes: islocal: N |
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