Learning in the Middle School Earth Science Classroom: Students Conceptually Integrate New Knowledge Using Intelligent Laserdiscs.

Autor/inn/en	Freitag, Patricia K.; Abegg, Gerald L.
Titel	Learning in the Middle School Earth Science Classroom: Students Conceptually Integrate New Knowledge Using Intelligent Laserdiscs.
Quelle	(1991), (19 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Authoring Aids (Programing); Concept Formation; Concept Mapping; Cooperative Learning; Earth Science; Hypermedia; Interactive Video; Intermediate Grades; Junior High Schools; Metacognition; Middle Schools; Optical Disks; Problem Solving; Science Education; Student Attitudes; Student Motivation; Visual Learning; Weather + Suchen Sie Ihr Suchwort? Concept learning; Begriffsbildung; Concept Map; Kooperatives Lernen; Earth sciences; Geowissenschaften; Interaktives Video; Mittelstufe; Sekundarstufe I; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Middle school; Mittelschule; Mittelstufenschule; Optical disk; Optical disc; Optical discs; Optischer Datenspeicher; Optischer Speicher; Problemlösen; Naturwissenschaftliche Bildung; Schülerverhalten; Schulische Motivation; Visual education; Visuelles Lernen; Wetter
Abstract	A study was designed to describe how middle school students select, link, and determine relationships between textual and visual information. Fourteen authoring groups were formed from both eighth-grade earth science classes of one veteran teacher in one school. Each group was challenged to produce an informative interactive laservideodisc project about "weather" for their classmates. Students used hypermedia on Macintosh computers with videodisc players and color monitors for authoring these lessons. Project topics included tornadoes, hurricanes, lightning, storms, clouds, rainbows, and floods. Laservideodisc authoring allows students to define and describe links between visual and textual information. "Authoring" groups used several strategies to complete their projects and were able to produce branching "stacks" on selected weather topics. Student-authored stacks were recorded continuously. These HyperCard records were used to describe the student groups' processes of integrating new information and "authoring." Evidence from student self-reports, audiotape, observations, and products combined to describe a protocol used by students authoring groups with direct control of an intelligent laservideodisc system. (24 references) (Author/KR)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC