Memorisation Methods in Science Education: Tactics to Improve the Teaching and Learning Practice

Autor/inn/en	Pals, Frits F. B.; Tolboom, Jos L. J.; Suhre, Cor J. M.; van Geert, Paul L. C.
Titel	Memorisation Methods in Science Education: Tactics to Improve the Teaching and Learning Practice
Quelle	In: International Journal of Science Education, 40 (2018) 2, S.227-241 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Suhre, Cor J. M.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
DOI	10.1080/09500693.2017.1407885
Schlagwörter	Memorization; Learning Strategies; Science Education; Problem Solving; Scientific Concepts; Middle School Students; Grade 8; Grade 9; Experiments; Control Groups; Experimental Groups; Schemata (Cognition); Freehand Drawing; Writing (Composition); Notetaking; Recall (Psychology); Verbal Learning; Hypothesis Testing; Foreign Countries; Statistical Analysis; Netherlands + Suchen Sie Ihr Suchwort? Gedächtnistraining; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Naturwissenschaftliche Bildung; Problemlösen; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; School year 08; 8. Schuljahr; Schuljahr 08; School year 09; 9. Schuljahr; Schuljahr 09; Erprobung; Cognition; Schema; Kognition; Drawing; Zeichnen; Schreibübung; Abberufung; Verbales Lernen; Hypothesenprüfung; Hypothesentest; Ausland; Statistische Analyse; Niederlande
Abstract	How can science teachers support students in developing an appropriate declarative knowledge base for solving problems? This article focuses on the question whether the development of students' memory of scientific propositions is better served by writing propositions down on paper or by making drawings of propositions either by silent or muttering rehearsal. By means of a memorisation experiment with eighth- and ninth-grade students, we answer this question. In this experiment, students received instruction to memorise nine science propositions and to reproduce them afterwards. To support memorisation students were randomly assigned either to a group that received instruction to write each proposition on paper or to a group that received instruction to make a drawing about the content of the proposition. In addition, half of the students in both groups received instruction to mutter and the other half of them received instruction to write or draw in silence. The main conclusion from the experiment is that after four weeks students who had made a drawing remembered significantly more propositions than those who had memorised the propositions by writing them down. Our research further revealed that it did not matter whether students muttered or memorised silently. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01