Comparative Effects of Computer-Based Concept Maps, Refutational Texts, and Expository Texts on Science Learning

Autor/inn/en	Adesope, Olusola O.; Cavagnetto, Andy; Hunsu, Nathaniel J.; Anguiano, Carlos; Lloyd, Joshua
Titel	Comparative Effects of Computer-Based Concept Maps, Refutational Texts, and Expository Texts on Science Learning
Quelle	In: Journal of Educational Computing Research, 55 (2017) 1, S.46-69 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0735-6331
DOI	10.1177/0735633116654163
Schlagwörter	Comparative Analysis; Computer Assisted Instruction; Computer Uses in Education; Concept Mapping; Persuasive Discourse; Misconceptions; Science Education; Expository Writing; Climate; Recall (Psychology); Science Tests; Teaching Methods; Instructional Effectiveness; Retention (Psychology); Scientific Attitudes; Beliefs; Epistemology; Undergraduate Students; Questionnaires; Likert Scales; Pretests Posttests; Scores + Suchen Sie Ihr Suchwort? Computer based training; Computerunterstützter Unterricht; Computernutzung; Concept Map; Persuasion; Persuasive Kommunikation; Missverständnis; Naturwissenschaftliche Bildung; Klima; Abberufung; Teaching method; Lehrmethode; Unterrichtsmethode; Unterrichtserfolg; Merkfähigkeit; Belief; Glaube; Erkenntnistheorie; Fragebogen; Likert-Skala
Abstract	This study used a between-subjects experimental design to examine the effects of three different computer-based instructional strategies (concept map, refutation text, and expository scientific text) on science learning. Concept maps are node-link diagrams that show concepts as nodes and relationships among the concepts as labeled links. Refutational texts are designed specifically to elicit common misconceptions that learners typically hold about a particular topic, directly refute the misconceptions, and present scientific explanations as compelling alternatives. Expository scientific texts consist of texts that are written specifically to present correct scientific information. Sixty-seven participants were randomly assigned to study one of three computer-based presentations on climate change. The dependent measures were tests of free recall and transfer. The concept map group significantly outperformed the refutational and scientific text groups on both free recall and transfer tests. Practical and theoretical implications of these findings are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01