Children's Learning and Memory of an Interactive Science Lesson: Does the Context Matter?

Autor/inn/en	Imuta, Kana; Scarf, Damian; Carson, Sally; Hayne, Harlene
Titel	Children's Learning and Memory of an Interactive Science Lesson: Does the Context Matter?
Quelle	In: Developmental Psychology, 54 (2018) 6, S.1029-1037 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0012-1649
DOI	10.1037/dev0000487
Schlagwörter	Context Effect; Young Children; Field Trips; Age Differences; Teaching Methods; Memory; Science Instruction; Interaction; Recall (Psychology); Autobiographies; Foreign Countries; Wildlife; Interviews; Coding; Accuracy; Tests; New Zealand + Suchen Sie Ihr Suchwort? Frühe Kindheit; Exkursion; Age; Difference; Age difference; Altersunterschied; Teaching method; Lehrmethode; Unterrichtsmethode; Gedächtnis; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Interaktion; Abberufung; Autobiography; Autobiografie; Autobiographie; Ausland; Interviewing; Interviewtechnik; Codierung; Programmierung; Examination; Prüfung; Examen; Neuseeland
Abstract	Children often learn information in a context that is vastly different to the one in which they are asked to recall or use that information. Despite this, little is known about the effect of context change on children's recall of educational information. Here, 197 5- and 6-year-olds were taught the same interactive lesson in their classroom or on a field trip and were tested after a 1- to 2-day and 6-month delay. The effect of learning context was more pronounced for older children, wherein the field trip yielded more autobiographically rich memories than the classroom, but they learned a similar amount of scientific content in both contexts. Furthermore, especially for older children who learned in their classrooms, their autobiographical memory was predictive of the amount of scientific information they recalled. The opportunity to mentally reinstate the learning context generally facilitated children's recollection of autobiographical information, but older children were more adept at effectively utilizing the mental reinstatement prompt to retrieve scientific information. (As Provided).
Anmerkungen	American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01