A Meta-Analysis of Advance Organizer Studies

Stone, Carol L.

doi:10.1080/00220973.1983.11011862

Cited by 77 publications

(50 citation statements)

References 3 publications

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“…Source refers to whether or not the content of the organizer was drawn directly from the instructional material or whether it was designed to bridge old and new knowledge. Stone's results suggest that organizerb drawn directly from the instructional content are slightly more effective (Stone, 1983). Again, this finding contradicts assimilation theory.…”

Section: Conditions Of Learningcontrasting

confidence: 53%

“…Stone (1983), using meta-analysis, found mean effect sizes for preschool (1.01), elementary (.64), junior high (1.39), high school (.45), and college students (.49). Luiten, Ames, & Ackerson (1980) found smaller effect sizes favoring the use of advance organizers for learning and retention criteria across grade level.…”

Section: Learner Characteristicsmentioning

confidence: 99%

“…Hierarchy type refers to whether or not the advance organizer subsumes the instructional content (Stone, 1983). That is, does the organizer provide the learner with information which is more abstract and general than the instructional content?…”

Section: Conditions Of Learningmentioning

confidence: 99%

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Identification of Effective Teaching Behaviors

Hsieh¹,

Miller²,

Hicks³

et al. 1993

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Section: Conditions Of Learningcontrasting

confidence: 53%

Section: Learner Characteristicsmentioning

confidence: 99%

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Identification of Effective Teaching Behaviors

Hsieh¹,

Miller²,

Hicks³

et al. 1993

PsycEXTRA Dataset

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“…Ausubel (1961Ausubel ( , 1963, Ausubel et al (1986) and Novak (1976Novak ( , 1979 clarified that the important learning goal was meaningful learning as opposed to rote learning, whatever the type of instruction. They believed that reception learning could be meaningful with appropriate instructional design; Novak (1976) referred to this as direct facilitation of concept learning, and various tools such as advance organizers and concept mapping for fostering meaningful reception learning have been developed (Mayer, 1979;Stone, 1983;Trowbridge & Wandersee, 2005). Research on conceptual change (Duit & Treagust, 2003;Posner, Strike, Hewson, & Gertzog, 1982;Thorley & Stofflett, 1996), the use of explanatory analogies (Dagher, 1995(Dagher, , 2005 and bridging analogies (Clement, 1982(Clement, , 1998Clement, Brown, & Zietsman, 1989), research on combining verbal learning with visual learning (Clark & Paivio, 1991;Culatta, 2012), etc.…”

Section: Science Teaching Orientation Spectrummentioning

confidence: 99%

Pedagogy of Science Teaching Tests: Formative assessments of science teaching orientations

Cobern

Schuster

Adams

et al. 2014

International Journal of Science Education

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A critical aspect of teacher education is gaining pedagogical content knowledge of how to teach science for conceptual understanding. Given the time limitations of college methods courses, it is difficult to touch on more than a fraction of the science topics potentially taught across grades K-8, particularly in the context of relevant pedagogies. This research and development work centers on constructing a formative assessment resource to help expose pre-service teachers to a greater number of science topics within teaching episodes using various modes of instruction. To this end, 100 problem-based, science pedagogy assessment items were developed via expert group discussions and pilot testing. Each item contains a classroom vignette followed by response choices carefully crafted to include four basic pedagogies (didactic direct, active direct, guided inquiry, and open inquiry). The brief but numerous items allow a substantial increase in the number of science topics that pre-service students may consider. The intention is that students and teachers will be able to share and discuss particular responses to individual items, or else record their responses to collections of items and thereby create a snapshot profile of their teaching orientations. Subsets of items were piloted with students in pre-service science methods courses, and the quantitative results of student responses were spread sufficiently to suggest that the items can be effective for their intended purpose.

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“…One of the problems of advance organizers is that they do not work for all students in all learning situations (Stone, 1983). If the student already possesses the prerequisite knowledge, the organizer is redundant.…”

Section: Advance Organizersmentioning

confidence: 99%

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Editor¹

1994

CJLT / RCAT

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A Meta-Analysis of Advance Organizer Studies

Cited by 77 publications

References 3 publications

Identification of Effective Teaching Behaviors

Identification of Effective Teaching Behaviors

Pedagogy of Science Teaching Tests: Formative assessments of science teaching orientations

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