Effects of Multimedia and Schema Induced Analogical Reasoning on Science Learning

Autor/inn/en	Zheng, R. Z.; Yang, W.; Garcia, D.; McCadden, E. P.
Titel	Effects of Multimedia and Schema Induced Analogical Reasoning on Science Learning
Quelle	In: Journal of Computer Assisted Learning, 24 (2008) 6, S.474-482 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0266-4909
DOI	10.1111/j.1365-2729.2008.00282.x
Schlagwörter	Cognitive Style; Logical Thinking; Grade 4; Teaching Methods; Multimedia Instruction; Elementary School Students; Elementary School Science; Multivariate Analysis; Schemata (Cognition); Science Instruction; Instructional Design; Technology Integration; Educational Technology; Computer Assisted Instruction + Suchen Sie Ihr Suchwort? Cognitive styles; Kognitiver Stil; School year 04; 4. Schuljahr; Schuljahr 04; Teaching method; Lehrmethode; Unterrichtsmethode; Multimediales Lernen; Multivariate Analyse; Cognition; Schema; Kognition; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Lesson concept; Lessonplan; Unterrichtsentwurf; Unterrichtsmedien; Computer based training; Computerunterstützter Unterricht
Abstract	The present study investigates the effects of multimedia and schema induced analogical reasoning on science learning. It involves 89 fourth grade elementary students in the north-east of the United States. Participants are randomly assigned into four conditions: (a) multimedia with analogy; (b) multimedia without analogy; (c) analogy without multimedia; and (d) non-multimedia and non-analogy. The multivariate analyses of covariance reveal significant main effects for multimedia and analogy learning as well as a significant interaction between multimedia and analogy. The findings show that schema induced analogical reasoning can significantly improve science learning and that multimedia becomes more effective when it is integrated with an instructional method such as analogy and less so when it is used only as a visual tool. The study also shows the field dependence/independence as a significant covariate that influences learners' schema induced analogical reasoning in learning. Discussions pertaining to the significance of the findings and their implications for teaching and learning are made. Suggestions for future research are included with an emphasis on developing multimedia supported analogical reasoning for science learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10