The Effects of CAI and Hands‐On Activities on Elementary Students' Attitudes and Weather Knowledge

Gardner, Catherine M.; Simmons, Patricia E.; Simpson, Ronald D.

doi:10.1111/j.1949-8594.1992.tb15600.x

Cited by 17 publications

(7 citation statements)

References 1 publication

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“…Gardner, Simmons, and Simpson [ 17] conducted an experiment from which they determined that combining CAI with hands-on science activities significantly increased elementary students' learning outcomes. They administered the same pre-and post-test to both control and experimental groups.…”

Section: Media Comparison: Flaws In the Experimental Researchmentioning

confidence: 99%

Measuring Learning Effectiveness: A New Look at No-Significant-Difference Findings

Joy¹,

Garcia²

2019

OLJ

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Researchers, instructional designers and consumers of ALNs must be cautious when interpreting results of media comparison studies. Much of the literature purports to have found no significant difference in learning effectiveness between technology-based and conventional delivery media. This research, though, is largely flawed. In this paper, we first outline the philosophical positions of the opposing sides of an intense debate in the literature as to whether delivery media alone influence learning outcomes. We then select at random several representative media comparison studies to illustrate the inadequacy of their methodologies and conclusions. More important, we derive critical design considerations for those who evaluate or conduct media comparison research. ALN practitioners should not assume that students would learn better from technology delivery systems. Rather, ALN practitioners should adhere to time-tested instructional design strategies, regardless of the medium they choose. Learning effectiveness is a function of effective pedagogical practices. Accordingly, the question for ALN practitioners ought to be: "What combination of instructional strategies and delivery media will best produce the desired learning outcome for the intended audience?"

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Section: Media Comparison: Flaws In the Experimental Researchmentioning

confidence: 99%

Measuring Learning Effectiveness: A New Look at No-Significant-Difference Findings

Joy¹,

Garcia²

2019

OLJ

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“…Content accuracy was verified by professors of Rangeland Ecology and Management at the University of Idaho. Reliability was not established because of the low number of questions pertaining to each area (i.e., rangelands and rangeland plants; Gardner et al, 1992). Additional questions (7 out of 20) relating to state facts of Idaho and the scientific method were added to the pre‐ and post‐test so that students would not readily recognize they were being tested on their knowledge of rangelands and rangeland plants.…”

Section: Methodsmentioning

confidence: 99%

“…Students were reminded throughout the testing that they would not be graded on individual performance. In addition, each question on the pre‐ and post‐test included an “I don't know” response and students were encouraged not to guess (Gardner et al, 1992; Gosselin and Macklem‐Hurst, 2002; Gotch, 2002; Heckler, 2004). These steps were taken to relieve student anxiety and to obtain responses that accurately reflected the students’ knowledge.…”

Section: Methodsmentioning

confidence: 99%

A Comparison of Computer‐Assisted Instruction and Field‐Based Learning for Youth Rangeland Education

Peterson

Launchbaugh

Pickering³

et al. 2006

J. Nat. Resour. Life Sci. Edu

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Field‐based learning experiences are often used to increase the effectiveness of science curricula. However, time and financial limitations in public schools often hinder a teacher's ability to bring their students into the field for learning, despite increased demands to incorporate more science content into their curricula. In addition, federal mandates are placing more pressure on teachers to integrate educational technologies in their classrooms. Our objective was to compare a computer‐based rangeland education module to a field‐based version of the module. Data from pre‐ and post‐tests were analyzed to determine whether student knowledge gain differed among treatment groups. In addition, grade level (5th and 6th), gender, prior levels of computer use, and familiarity with nature were examined for their impact on knowledge gain. Findings indicated that both the field‐ and computer‐based experiences effectively improved student knowledge gain regarding rangelands and rangeland plants and that each modality was most effective for 5th grade students. No gender differences were observed between treatments. Prior levels of computer use were inversely related to knowledge gain for students in the computer treatment group. Familiarity with nature had no detectable influence on knowledge gain for students in the field treatment group. Results suggest that both modalities of rangeland education were effective in promoting knowledge of rangelands and that computer‐assisted instruction can be used as an effective alternative to traditional field‐based rangeland education.

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“…Yapılan bu çalışmada da deney grubundaki öğrencilerle yapılan görüşmelerden elde edilen sonuçlar, genel olarak öğrencilerin bilgisayar destekli öğretim sürecine ilişkin olumlu tutumlar sergilediklerini göstermiştir. Bu çalışmadan elde edilen sonuçlar, bu alanda yapılan bilgisayar destekli öğretim sürecine ilişkin öğrencilerin tutumları, görüşleri ve algılarıyla ilgili çalışmalarla da tutarlılık göstermektedir (Chang, 2002;Gardner, Simmons, & Simpson, 1992;Levine, 1994;Olugbemiro, 1991;Yalçınalp, Geban, & Özkan, 1995;Whiting, 1985). Hayat bilgisi öğretimi dersinde deney grubunda bilgisayar destekli öğretim etkinliklerinin gerçekleştirilmesi, öğrencilerin monoton bir eğitim ortamından uzaklaşmalarını, öğrencilerin öğrenme sürecinde aktif olmalarını ve öğrencilerin kendi öğrenmelerine ilişkin sorumluk yüklenmelerini sağladığından öğrencilerin bilgisayar destekli öğretim sürecine ilişkin olumlu yönde tutum ve görüş sergilediklerini ifade edebiliriz.…”

Section: Tartışma Sonuç Ve öNerilerunclassified

Bilgisayar Destekli Ögretimin Hayat Bilgisi Ögretimi Dersinde Basariya Etkisi ve

Tay¹

2013

Sosyal Bilimler Dergisi

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The Effects of CAI and Hands‐On Activities on Elementary Students' Attitudes and Weather Knowledge

Cited by 17 publications

References 1 publication

Measuring Learning Effectiveness: A New Look at No-Significant-Difference Findings

Measuring Learning Effectiveness: A New Look at No-Significant-Difference Findings

A Comparison of Computer‐Assisted Instruction and Field‐Based Learning for Youth Rangeland Education

Bilgisayar Destekli Ögretimin Hayat Bilgisi Ögretimi Dersinde Basariya Etkisi ve

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