Which Way To Jump: Conventional Frog Dissection, CD-Tutorial, or Microworld?

Autor/inn/en	Marszalek, Christine S.; Lockard, James
Titel	Which Way To Jump: Conventional Frog Dissection, CD-Tutorial, or Microworld?
Quelle	(1999), (16 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Anatomy; Anxiety; Biology; Cognitive Style; Comparative Analysis; Computer Assisted Instruction; Conventional Instruction; Dissection; Grade 7; Instructional Effectiveness; Interaction; Intermode Differences; Junior High Schools; Microworlds; Pretests Posttests; Retention (Psychology); Science Instruction; Sex Differences + Suchen Sie Ihr Suchwort? Anatomie; Angst; Biologie; Cognitive styles; Kognitiver Stil; Computer based training; Computerunterstützter Unterricht; School year 07; 7. Schuljahr; Schuljahr 07; Unterrichtserfolg; Interaktion; Sekundarstufe I; Merkfähigkeit; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Sex difference; Geschlechtsunterschied
Abstract	This study investigated and compared the level of initial and long-term retention of frog internal anatomy among students using an interactive CD tutorial, a desktop microworld, and conventional frog dissection. Students' anxiety toward science was also compared across the three treatment groups and between genders. Additional data on students' preferred learning style were used to explore possible interaction effects with their respective instructional activity. Subjects (n=280) were seventh-grade students in one junior high school. Classes were randomly assigned to the three modes of instruction. Data collection and testing occurred prior to treatment, one day after treatment, and three months after treatment. Data analysis showed mixed results for all measures taken. Differences in achievement favoring the conventional treatment from pretest to both posttests leveled out somewhat over time. Although anxiety levels declined for both genders after treatment, females reported significantly higher science anxiety than males both before and after treatment. There appeared to be a relationship between treatment and gender in terms of effect on science anxiety. No significant difference in achievement by learning style was observed. However, the interaction between learning style and treatment was significant in some cases. In looking at achievement defined as gain scores among the three achievement measures, some cases within the microworld treatment proved to be significant. (Contains 40 references.) (MES)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC