图形组织者的互动效应与概念应用的延迟回顾

IF 2.2 4区教育学 Q1 Social Sciences

Journal of Experimental Education Pub Date : 1998-01-01 DOI:10.1080/00220979809598342

D. Robinson, Andrew D. Katayama, Nelson F. Dubois, T. DeVaney

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引用次数: 72

摘要

在2个实验中，研究了复习场合(即时vs.延迟)和学习材料(单独文本vs.文本加大纲vs.文本加图表)对学生概念应用的影响。大学生学习了3套学习材料中的1套，立即或2天后复习，然后进行测试。在这两个实验中，延迟的复习促进了阅读文本加图片的学生的应用表现，而对那些只阅读文本或文本加大纲的学生则没有。延迟复习图表组织者的学生比立即复习的学生更有可能使用非记忆学习策略。

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Interactive Effects of Graphic Organizers and Delayed Review on Concept Application

In 2 experiments, the effects of review occasion (immediate vs. delayed) and study materials (text alone vs. text plus outlines vs. text plus graphic organizers) on students' application of concepts were investigated. Undergraduates studied 1 of the 3 sets of study materials, reviewed them immediately or 2 days later, and then were tested. In both experiments, delayed review facilitated application performance for the students who viewed text plus graphic organizers but not for those who viewed only text or text plus outlines. The students who delayed their review of graphic organizers were more likely to report using nonmemorization study strategies than those who reviewed immediately.

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来源期刊

Journal of Experimental Education Multiple-

CiteScore

6.70

自引率

0.00%

发文量

期刊介绍： The Journal of Experimental Education publishes theoretical, laboratory, and classroom research studies that use the range of quantitative and qualitative methodologies. Recent articles have explored the correlation between test preparation and performance, enhancing students" self-efficacy, the effects of peer collaboration among students, and arguments about statistical significance and effect size reporting. In recent issues, JXE has published examinations of statistical methodologies and editorial practices used in several educational research journals.