Learner-Generated vs. Instructor-Provided Analysis of Semantic Relationships.

Autor/inn/en	Jonassen, David H.; Cole, Peggy
Titel	Learner-Generated vs. Instructor-Provided Analysis of Semantic Relationships.
Quelle	(1993), (16 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Analysis of Variance; Cognitive Processes; Comparative Analysis; Discovery Learning; Graphic Organizers; Graphs; Higher Education; Intermode Differences; Learning Processes; Motivation; Psychology; Semantics; Teaching Methods; Undergraduate Students + Suchen Sie Ihr Suchwort? Cognitive process; Kognitiver Prozess; Entdeckendes Lernen; Graphic system; Organizer; Grafiksystem; Organisieren; Grafische Darstellung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Learning process; Lernprozess; psychologische; Motivation (psychologisch); Psychologie; Semantik; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	This study compared the effects of instructor-provided vs. learner-generated analyses of semantic relationships between major concepts on structural knowledge acquisition in an introductory psychology course. One group explained the relationships on instructor-provided graphic organizers; the other group classified relationships between concepts by completing skeletal maps provided by the instructor. Increase in structural knowledge was related to practice effect for both groups; the group that generated analysis scored higher at a near-significant level. Regardless of group, there was a significant relationship between total exam score and frequency of completing the treatment exercises (an indicator of motivation). Eight graphs displaying the statistical findings are included. (Contains 19 references.) (Author)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC