Instructional Analogies and the Learning of Tangible and Intangible Concepts [electronic resource] / Timothy J. Newby and Donald A. Stepich.
The effect of instructional analogy training on the level of immediate, as well as 14-day delay, comprehension of tangible and intangible physiological concepts was investigated. Ninety-four college-aged subjects were given training either with or without instructional analogies over five tangible a...
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| Format: | Electronic eBook |
| Language: | English |
| Published: |
[S.l.] :
Distributed by ERIC Clearinghouse,
1991.
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| Subjects: |
MARC
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| 008 | 910101s1991 xx |||| ot ||| | eng d | ||
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| 099 | |f ERIC DOC # |a ED335000 | ||
| 099 | |f ERIC DOC # |a ED335000 | ||
| 100 | 1 | |a Newby, Timothy J. | |
| 245 | 1 | 0 | |a Instructional Analogies and the Learning of Tangible and Intangible Concepts |h [electronic resource] / |c Timothy J. Newby and Donald A. Stepich. |
| 260 | |a [S.l.] : |b Distributed by ERIC Clearinghouse, |c 1991. | ||
| 300 | |a 21 p. | ||
| 500 | |a ERIC Document Number: ED335000. | ||
| 500 | |a ERIC Note: In: Proceedings of Selected Research Presentations at the Annual Convention of the Association for Educational Communications and Technology; see IR 015 132. |5 ericd. | ||
| 500 | |a Educational level discussed: Higher Education. | ||
| 520 | |a The effect of instructional analogy training on the level of immediate, as well as 14-day delay, comprehension of tangible and intangible physiological concepts was investigated. Ninety-four college-aged subjects were given training either with or without instructional analogies over five tangible and five intangible advanced physiological concepts. Results showed significantly higher scores of comprehension, both immediately and after the delayed period, for those subjects who had received the analogies. Moreover, subjects receiving analogies reported higher perceived levels of lesson enjoyment. Results are discussed in terms of the prescriptive use of analogies within instructional materials and future research possibilities. Two figures are appended. (52 references) (Author/BBM) | ||
| 650 | 1 | 7 | |a Analogy. |2 ericd. |
| 650 | 0 | 7 | |a Analysis of Variance. |2 ericd. |
| 650 | 1 | 7 | |a Comprehension. |2 ericd. |
| 650 | 1 | 7 | |a Concept Formation. |2 ericd. |
| 650 | 0 | 7 | |a Conventional Instruction. |2 ericd. |
| 650 | 0 | 7 | |a Higher Education. |2 ericd. |
| 650 | 0 | 7 | |a Instructional Development. |2 ericd. |
| 650 | 1 | 7 | |a Intermode Differences. |2 ericd. |
| 650 | 0 | 7 | |a Pretests Posttests. |2 ericd. |
| 650 | 0 | 7 | |a Student Attitudes. |2 ericd. |
| 650 | 0 | 7 | |a Time on Task. |2 ericd. |
| 650 | 0 | 7 | |a Undergraduate Students. |2 ericd. |
| 700 | 1 | |a Stepich, Donald A. | |
| 856 | 4 | 0 | |u http://files.eric.ed.gov/fulltext/ED335000.pdf |z Full Text (via ERIC) |
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| 952 | f | f | |p Can circulate |a University of Colorado Boulder |b Online |c Online |d Online |e ED335000 |h Other scheme |i web |n 1 |