Effects of multimedia and schema induced analogical reasoning on science learning

Zheng, Robert; Yang, Wei; Garcia, Daniel D.; McCadden, E. P.

doi:10.1111/j.1365-2729.2008.00282.x

Cited by 52 publications

(22 citation statements)

References 34 publications

(64 reference statements)

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“…One of the most studied constructs related to cognitive style is field dependence (FD) and field independence (FI) (Hsu & Dwyer, 2004;Noble, 2006;Zheng, Yang, Garcia, & McCadden, 2008). According to Karp (1971/2002b) and Witkin and Goodenough (1977), FD and FI represent individuals' "tendencies to rely on self or field as primary referents" (Witkin et al, 1971(Witkin et al, /2002b).…”

Section: Relationship Between Cognitive Style and Learningmentioning

confidence: 97%

Style Matching or Ability Building? An Empirical Study on FD Learners' Learning in Well-Structured and Ill-Structured Asynchronous Online Learning Environments

Zheng

Flygare

Dahl

2009

Journal of Educational Computing Research

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The present study investigated (1) the impact of cognitive styles on learner performance in well-structured and ill-structured learning, and (2) scaffolding as a cognitive tool to improve learners' cognitive abilities, especially field dependent (FD) learners' ability to thrive in an ill-structured learning environment. Two experiments were conducted with 116 college students recruited from a large research I university in the west of the United States. Experiment 1 (n = 42) employed the group learning strategy to match learners' cognitive styles in asynchronous online learning. The results showed that the style matching strategy failed to yield expected gains in ill-structured asynchronous learning for FD learners. Different from the style-matching strategy, experiment 2 (n = 74) used a scaffolding model proposed by Cazden (1988) to improve FD learners' cognitive abilities in asynchronous online learning. Results indicated that focusing on learners' cognitive abilities proved to be more effective than style-matching strategy for FD learners in both ill-structured and well-structured asynchronous online learning. Implications of the findings were discussed with suggestions for future research.

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Section: Relationship Between Cognitive Style and Learningmentioning

confidence: 97%

Style Matching or Ability Building? An Empirical Study on FD Learners' Learning in Well-Structured and Ill-Structured Asynchronous Online Learning Environments

Zheng

Flygare

Dahl

2009

Journal of Educational Computing Research

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“…Educators demonstrated the pedagogical value of technology-based instruction in terms of student content mastery: audio engineering (Cochrane 2007); history (Williams 2009); management (Passerini 2007); chemistry (Lee 2007a;Su 2008); elementary science (Zheng et al 2008); and physics (Stelzer et al 2009). Specifically, researchers demonstrated the efficacy of web-based instructional delivery for engineering ethics on a retention test administered during the course of the instruction (Chung and Alfred 2009;Cummings 2005).…”

Section: Designing Effective Online Learning Materialsmentioning

confidence: 98%

Developing and designing online engineering ethics instruction for international graduate students

et al. 2011

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The present project embarked on an educational intervention, consisting of a series of online ethics learning modules, to aid international graduate students in overcoming the acculturation barriers to understanding and inculcating normative ethical obligations associated with engineering practice and research in the United States. A fundamental initial step in the process of helping international, as well as domestic, engineering graduate students embrace ethical obligations is to provide clear instruction on fundamental engineering ethical principles and values relevant in the United States. Most institutes of higher education do not have a cohesive approach to basic graduate engineering ethics instruction, much less materials that have been calibrated for international students (National Science Foundation, http://www.nspe.org/Ethics/index.html, 2009). Herein the authors describe our instructional intervention, as well as to document the development, design, and assessment of the learning modules intended to provide students with a framework for learning ethical precepts and applying them in the engineering field. Think-Aloud Protocol and Cognitive Task Analysis results were used to improve the content modules and learning experience. Initial pilot findings indicate that the content modules increased student knowledge acquisition compared to pre-test performance, indicating a step-forward in the formulation of a useful learning tool for graduate engineering ethics instruction.

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“… 2 Regarding the additional studies located in searches of recent publications, one had an effect above the mean of .65 and one had an effect below the mean (Zheng et al., 2008; Mandrin & Preckel, 2009, respectively).…”

Section: Authors' Notesmentioning

confidence: 99%

“…Teacher prompting and posters listing problem features that change without modifying problem type (Fuchs et al., 2006), pointing to and noting the similar spelling pattern or rime (Walton & Walton, 2002), and providing the set of guiding questions in the metaphor priming intervention (Schwartz et al., 2006) may have helped students attend to the most important features in the target concepts and relational analogies. Additional examples of supportive cuing were the use of everyday objects as analogs (Rule & Furletti, 2004) and side‐by‐side diagrams (Baser & Geban, 2007), graphed functions (Pang & Marton, 2005), and interactive multimedia (Zheng et al., 2008).…”

mentioning

confidence: 99%

Using Similarities and Differences: A Meta‐Analysis of Its Effects and Emergent Patterns

Apthorp

Igel

Dean

2012

School Sci & Mathematics

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The purpose of the study was to update previous meta-analytic findings on the effectiveness of using similarities and differences as an instructional strategy. The strategy includes facilitating student comparison, classification, use of analogies, and use of metaphors. Previously, Marzano, Pickering, and Pollock reported a mean effect size of 1.61. For the present meta-analysis, literature was searched to locate experimental studies meeting the following inclusion criteria: published between 1998 and 2008; examined effects of facilitating student comparison, classification, use of analogies, and use of metaphors; measured student academic achievement as an outcome; involved students in kindergarten through grade 12; and provided data necessary to compute effect sizes. Based on the eligible research, the overall mean effect size (Hedges' g) was .65, confirming earlier results indicating that using similarities and differences positively influences student achievement. Type of control group, however, moderated the effect. Larger effect sizes were associated with control groups receiving textbook-guided instruction versus those receiving interactive instruction. Emergent patterns were observed for the positive influence of long-term instruction, systematic instruction, supportive cuing, and opportunity for reflection and discussion. Results support recommendations to guide students through analogical reasoning about, and classification of, important concepts and relationships in content-area instruction.

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Effects of multimedia and schema induced analogical reasoning on science learning

Cited by 52 publications

References 34 publications

Style Matching or Ability Building? An Empirical Study on FD Learners' Learning in Well-Structured and Ill-Structured Asynchronous Online Learning Environments

Style Matching or Ability Building? An Empirical Study on FD Learners' Learning in Well-Structured and Ill-Structured Asynchronous Online Learning Environments

Developing and designing online engineering ethics instruction for international graduate students

Using Similarities and Differences: A Meta‐Analysis of Its Effects and Emergent Patterns

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