ERIC Number: ED216881
Record Type: RIE
Publication Date: 1981-Sep
Reference Count: 0
Analysis of Student Focussing Behaviour Using Postquestions and Chemistry Learning Materials.
Chastko, Audrey Marie
This study investigated the extent of forward shaping due to post-questions on (1) focussing Canadian chemistry students' (N=109) attention on different and similar categories of information (for example, kinds of chemical reactions) described in a science text and (2) requiring students to process science information at high/low knowledge and high/low comprehension levels. Students were randomly assigned to one of six groups: control, reading-only, and one of four post-questions groups. Students in the latter groups read a chemistry text interspersed with post-questions measuring knowledge or comprehension. A posttest was administered consisting of all four types of post-questions used during instruction. Results indicated that students' scores on the post-test were higher on post-test items from a different category than the inserted questions, suggesting that post-questions inserted in a chemistry test can induce a learning set influencing students' attentional processing. (Author/JN)
Publication Type: Dissertations/Theses - Masters Theses; Reports - Research
Education Level: N/A
Authoring Institution: N/A
Identifiers: Canada; Science Education Research
Note: Master's Thesis, University of Calgary.