ERIC Number: ED306095
Record Type: RIE
Publication Date: 1989
Effects of Self-Generated Examples on Elementary School Students' Retention of Science Concepts.
Gorrell, Jeffrey; And Others
This study tested the effectiveness of having fifth-grade students generate their own examples of selected concepts on energy. Hypotheses were that subjects would perform better on sections of a test related to definitions and recognition of exemplars of the concepts for which they found their own examples than on sections related to comparible science concepts for which they did not generate examples. Subjects were 26 fifth-grade students enrolled in a university laboratory school. During the 3-week unit on energy, students generated their own examples of 13 energy concepts being studied. Results confirm the hypothesis that elementary school science students recall concepts for which they generate their own examples better than concepts for which they do not. Apparently, the process of finding and recording examples of concepts, and the attendant thinking about the concepts while seeking adequate examples, strengthens knowledge of the concepts themselves more than simply adding further examples of the concepts to the children's long term memory. (MVL)
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Audience: Researchers; Teachers; Practitioners
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the National Association for Research in Science Teaching (62nd, San Francisco, CA, March 30-April 1, 1989).