A Cognitive Processing Capacity Model of Teaching and Studying Applied to Biology.

Autor/inn/en	Furukawa, James M.; und weitere
Titel	A Cognitive Processing Capacity Model of Teaching and Studying Applied to Biology.
Quelle	(1980), (17 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Tagungsbericht; Academic Achievement; Biology; Cognitive Style; Content Area Reading; Grade 10; Learning Processes; Models; Reading Comprehension; Reading Research; Reading Skills; Science Instruction; Secondary Education; Student Improvement; Study Skills; Teaching Methods + Suchen Sie Ihr Suchwort? Schulleistung; Biologie; Cognitive styles; Kognitiver Stil; Sinnerfassendes Lesen; Learning process; Lernprozess; Analogiemodell; Leseverstehen; Leseforschung; Reading skill; Lesefertigkeit; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Sekundarbereich; Studientechnik; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	The cognitive processing capacity (CPC) model of teaching and studying was used to determine whether tenth grade students could improve their performance in biology. The 27 students in the experimental class were taught to study information in quantities that matched their CPC and to chunk these quantities together under a heading in a study outline or diagram. In teaching, the same process was used by the teacher of the experimental class. The control group, another biology class of 27 students, continued to be taught as they had been in the past. After completion of two units of biology, the performances of the experimental group students were superior to those in the control class. Correlations between CPC scores and biology unit test scores tended to account for 46% to 82% of the variance in the control group's biology test scores. On a third biology unit, both classes were taught by the CPC model of teaching, with the experimental class continuing to achieve at a significantly higher level. When a comparison was made of the letter grades received by the two groups of students in their other content area classes, the experimental group had a significantly higher proportion of letter grades that increased versus letter grades that decreased. These findings appeared to add stronger support for the use of the CPC model of teaching and studying in the classroom. (RL)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01