The Effect of System-Assigned Exemplar-Comparison Strategies on Acquisition of Coordinate Concepts.

Autor/in	Allen, Brockenbrough S.
Titel	The Effect of System-Assigned Exemplar-Comparison Strategies on Acquisition of Coordinate Concepts.
Quelle	(1985), (28 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Tagungsbericht; Classification; Computer Assisted Instruction; Concept Formation; Concept Teaching; Discovery Learning; High School Students; Intermode Differences; Learning Strategies; Secondary Education + Suchen Sie Ihr Suchwort? Classification system; Klassifikation; Klassifikationssystem; Computer based training; Computerunterstützter Unterricht; Concept learning; Begriffsbildung; Entdeckendes Lernen; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Sekundarbereich
Abstract	The feasibility of guiding students of moderate aptitude to select appropriate learning strategies while they are learning an imaginary classification system was investigated in a study that contrasted the effect of system-assigned strategies for learning concepts with strategies selected by students. Subject-matter content was based on a set of imaginary particle systems similar to atoms or molecules. The classification system consisted of 10 major categories and encompassed approximately 200,000 unique instances. Subjects were 39 volunteers from a continuation high school, who used a computer program to explore the organization of the classification system by selecting and viewing paired examples of defined concepts and who received varied strategy recommendations. In the computer system-assigned strategy treatment, students were given strategies for selecting matched examples and non-examples of concepts, remembering concept attributes, and reviewing concept definitions. In the student-assigned strategy treatment, students received non-directive placebo instructions. A 30-item classification post-test, administered immediately after program use, measured concept acquisition. Results showed a borderline treatment effect favoring the system-assigned strategies. (Author/LMM)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01