Analogies, Summaries, and Question Answering in Middle School Life Science: Effect on Achievement and Perceptions of Instructional Value.

Autor/inn/en	BouJaoude, Saouma; Tamim, Rana
Titel	Analogies, Summaries, and Question Answering in Middle School Life Science: Effect on Achievement and Perceptions of Instructional Value.
Quelle	(1998), (29 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Achievement; Biological Sciences; Concept Formation; Decision Making; Educational Strategies; Foreign Countries; Grade 7; Junior High Schools; Learning Strategies; Middle Schools; Problem Solving; Science Education; Science Tests; Scientific Literacy; Student Evaluation; Lebanon + Suchen Sie Ihr Suchwort? Schulleistung; Abwasserbiologie; Concept learning; Begriffsbildung; Decision-making; Entscheidungsfindung; Lehrstrategie; Ausland; School year 07; 7. Schuljahr; Schuljahr 07; Sekundarstufe I; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Middle school; Mittelschule; Mittelstufenschule; Problemlösen; Naturwissenschaftliche Bildung; Schulnote; Studentische Bewertung; Libanon
Abstract	Generative learning strategies are the focus of the study described in this paper. Research questions pertain to the effect of practice in the generation of analogies and summaries by Grade 7 students on their achievement in science, the different types and numbers of analogies that students generate, and students' perceptions of the effectiveness and utility of the generative learning strategies. Results indicate that there are no significant differences among students' scores in the categories of analogy generation, generation of summaries, and read-and-answer questions. Three possible reasons why the analogies and summaries did not work very well with the subjects of this study are also discussed. Those reasons include: the concurrent use of multiple strategies, an inherent discrepancy between the generative and traditional means of assessment, and inadequate time for the activities. Contains 44 references. (DDR)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC