ERIC Number: ED149973
Record Type: RIE
Publication Date: 1977-Sep
Reference Count: 0
The Effects of Student-Generated Elaboration During Acquisition of Concepts in Science. Technical Report No. 82.
Lutz, Kathy A.; Rigney Joseph W.
This is the last in a series of studies of experimenter and student supplied cognitive strategies for acquisition and retention of concepts in science. A lesson in electrochemistry was used as the subject matter with 96 undergraduate college students. A verbal multiple choice test and a graphic recognition test were used to measure retention. Students' attitudes toward the PLATO (computer) terminal used in the procedure and toward the instructional session were assessed by semantic differential scales. Data were examined by analysis of variance and analysis of covariance. The most effective strategy for facilitating acquisition consisted of experimenter supplied, interactive graphic analogies that supplemented verbal description, in comparison to additional verbal explanation. Of the elaboration strategies, drawing illustrations of concepts in the lesson was the most effective for students with little or no prior knowledge of the subject matter. (MR)
Publication Type: Reports - Research
Education Level: N/A
Sponsor: Office of Naval Research, Arlington, VA. Personnel and Training Research Programs Office.
Authoring Institution: University of Southern California, Los Angeles. Dept. of Psychology.