Structure and Strategies in Children's Educational Television: The Roles of Program Type and Learning Strategies in Children's Learning

Autor/inn/en	Linebarger, Deborah L.; Piotrowski, Jessica Taylor
Titel	Structure and Strategies in Children's Educational Television: The Roles of Program Type and Learning Strategies in Children's Learning
Quelle	In: Child Development, 81 (2010) 5, S.1582-1597 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0009-3920
DOI	10.1111/j.1467-8624.2010.01493.x
Schlagwörter	Age; Learning Strategies; Educational Television; Content Analysis; Grade 3; Mass Media Effects; Grade 2; Multiple Regression Analysis; Predictor Variables; Outcomes of Education; Vocabulary Development; Comprehension + Suchen Sie Ihr Suchwort? Alter; Lebensalter; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Bildungsfernsehen; Schulfernsehen; Inhaltsanalyse; School year 03; 3. Schuljahr; Schuljahr 03; School year 02; 2. Schuljahr; Schuljahr 02; Prädiktor; Lernleistung; Schulerfolg; Wortschatzarbeit; Verstehen; Verständnis
Abstract	Educational TV has been consistently linked to children's learning. In this research, educational TV characteristics were identified, coded, and tested for their influence on children's program-specific comprehension and vocabulary outcomes. Study 1 details a content analysis of TV features including a program's macrostructure (i.e., narrative or expository) and learning strategies embedded in the macrostructure that support learning in print-based contexts. In Study 2, regression analyses were used to predict outcomes involving 71 second and third graders (average age = 7.63 years). Strategies were categorized as organizing, rehearsing, elaborating, or affective in function. Outcomes were uniformly higher for narrative macrostructures. Strategies used in narratives predicted relatively homogenous relations across outcomes, whereas strategies in expositories predicted quite heterogeneous relations across outcomes. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10