ERIC Number: EJ816085
Record Type: Journal
Publication Date: 2008-Dec
Abstractor: As Provided
Reference Count: 36
Effects of Multimedia and Schema Induced Analogical Reasoning on Science Learning
Zheng, R. Z.; Yang, W.; Garcia, D.; McCadden, E. P.
Journal of Computer Assisted Learning, v24 n6 p474-482 Dec 2008
The present study investigates the effects of multimedia and schema induced analogical reasoning on science learning. It involves 89 fourth grade elementary students in the north-east of the United States. Participants are randomly assigned into four conditions: (a) multimedia with analogy; (b) multimedia without analogy; (c) analogy without multimedia; and (d) non-multimedia and non-analogy. The multivariate analyses of covariance reveal significant main effects for multimedia and analogy learning as well as a significant interaction between multimedia and analogy. The findings show that schema induced analogical reasoning can significantly improve science learning and that multimedia becomes more effective when it is integrated with an instructional method such as analogy and less so when it is used only as a visual tool. The study also shows the field dependence/independence as a significant covariate that influences learners' schema induced analogical reasoning in learning. Discussions pertaining to the significance of the findings and their implications for teaching and learning are made. Suggestions for future research are included with an emphasis on developing multimedia supported analogical reasoning for science learning.
Descriptors: Cognitive Style, Logical Thinking, Grade 4, Teaching Methods, Multimedia Instruction, Elementary School Students, Elementary School Science, Multivariate Analysis, Schemata (Cognition), Science Instruction, Instructional Design, Technology Integration, Educational Technology, Computer Assisted Instruction
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Elementary Secondary Education; Grade 4
Audience: Teachers; Researchers
Authoring Institution: N/A