ERIC Number: ED390713
Record Type: RIE
Publication Date: 1995-Sep
Effect of Analogic Instruction and Reasoning Level on Achievement in General Genetics.
Baker, William P.; Lawson, Anton E.
The study investigated the role of analogic instruction and reasoning level on the dependent measure of concept acquisition in an introductory college genetics course. The question of whether concept acquisition was facilitated through the use of instructional analogies was addressed. The control treatment consisted of expository instruction alone while the experimental treatment included instructional analogies. All students were given the same pretest measures of reasoning (the Classroom Test of Scientific Reasoning) and prior genetics knowledge. The effect of analogy-based instruction on immediate (weekly quiz) as well as delayed (end of semester) achievement was investigated. The role of analogic instruction on student attitude was also evaluated. Significant gains in student achievement were found with instructional analogy. The attitude survey indicated that a majority of students who received instructional analogies believed analogy-based instruction was beneficial. Instructional analogies, pretest of prior genetics knowledge, sample quiz items, and student attitude surveys are included. Contains 50 references. (Author/JRH)
Publication Type: Reports - Research; Tests/Questionnaires
Education Level: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A