The use of knowledge acquisition in instructional design

Wiggs, Cheri L.; Perez, Ray S.

doi:10.1016/0747-5632(88)90017-9

Cited by 5 publications

(2 citation statements)

References 21 publications

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“…The guidelines in the Teaching with Analogies Model were developed from task analyses of the analogies used in science textbooks by exemplary authors such as Paul Hewitt (1993). A task analysis is "the process of breaking down an instructional task to determine its essential components and the relationship of those components" (Goetz, Alexander, & Ash, 1992, p. 337; see also Ryder & Redding, 1993;Wiggs & Perez, 1988). The task analyses identified six guidelines for drawing analogies in science text: (a) Introduce the target concept, (b) remind readers of the analog concept, (c) identify relevant features of the target and analog, (d) map similarities, (e) indicate where the analogy breaks down, and (f) draw conclusions.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

Learning from analogy-enhanced science text

Glynn

Takahashi

1998

J. Res. Sci. Teach.

146

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The present study examined the role that an elaborate analogy can play when middle school students learn a major concept from a science text. The elaborate analogy had both graphic and text components that integrated and mapped key features from an analog (a factory) to the target concept (an animal cell). The target features were the functions of the cell parts. In Experiment 1, eighth graders who studied an analogy-enhanced text had greater immediate and 2-week recall of cell-part functions than students who studied a control text. In Experiment 2, sixth graders who studied an analogy-enhanced text considered the target concept to be more understandable than students who studied a control text. The sixth graders who studied the analogy-enhanced text also had greater immediate and 2-week retention, as measured by both recall and recognition. In both experiments, the analogy was interpreted as acting as a mediator between the students' existing knowledge and the new knowledge in the text. The analogy mapped a familiar, concrete schema onto that of the target concept, making the target concept more understandable and memorable. Implications for the meaningful learning of science text are discussed.

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Section: Theoretical Frameworkmentioning

confidence: 99%

Learning from analogy-enhanced science text

Glynn

Takahashi

1998

J. Res. Sci. Teach.

146

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“…In order to design ITS learning environments that integrate reading, writing, and science learning, researchers must determine exactly what expert human teachers actually do. In doing this, researchers will rely increasingly on qualitative research methods, such as task analysis, systematic interviewing, introspection (thinking out loud), and the analysis of written protocols (Muth, Glynn, Britton, & Graves, 1988;Wiggs & Perez, 1988).…”

Section: Intelligent Tutoring Systemsmentioning

confidence: 99%

Reading and writing to learn science: Achieving scientific literacy

1994

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A key step in helping students to achieve scientific literacy is to ensure that each school's curriculum supports students' efforts to learn science meaningfully. Educational researchers play a vital role in this step by providing teachers, teacher educators, administrators, and policy makers with information about the creation of a curriculum that supports scientific literacy. In a scientific literacy curriculum, reading and writing can serve as dynamic vehicles for learning science meaningfully. The task of educational researchers is to show how reading and writing can be used most effectively to support science learning. Much of what is done now in schools is based on teacher intuition—good intuition—but intuition nonetheless. What is needed is school‐based research to validate and build upon these intuitions. This article is intended to stimulate research on reading and writing to learn science.

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Modelling the Expert Training Developer

Perez

Neiderman

1993

Advanced Technologies Applied to Training Design

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The use of knowledge acquisition in instructional design

Cited by 5 publications

References 21 publications

Learning from analogy-enhanced science text

Learning from analogy-enhanced science text

Reading and writing to learn science: Achieving scientific literacy

Modelling the Expert Training Developer

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