How Can Comprehension Adjunct Questions Focus Students' Attention and Enhance Concept Learning of a Computer-Animated Science Lesson?.

Holliday, William G.; McGuire, Barry

Notes FAQ Contact Us

Back to results

Peer reviewed

ERIC Number: EJ438357

Record Type: CIJE

Publication Date: 1992

Pages: N/A

Abstractor: N/A

ISBN: N/A

ISSN: ISSN-0022-4308

EISSN: N/A

Available Date: N/A

How Can Comprehension Adjunct Questions Focus Students' Attention and Enhance Concept Learning of a Computer-Animated Science Lesson?

Holliday, William G.; McGuire, Barry

Journal of Research in Science Teaching, v29 n1 p3-16 Jan 1992

Two focusing hypotheses were evaluated. First, do adjunct questions, focusing on science concepts and inserted after computer-animated sequences, selectively alter students' attentional processing and thus produce differential learning effects? Second, to these questions still provide enough metacognitive scaffolding to produce differential learning effects when only 8 of 12 sequences are followed by focusing questions? (Author)

Descriptors: Computer Assisted Instruction, Grade 8, Junior High Schools, Learning Processes, Memory, Middle Schools, Questioning Techniques, Science Education

Publication Type: Journal Articles; Reports - Research

Education Level: N/A

Audience: N/A

Language: English

Sponsor: N/A

Authoring Institution: N/A

Grant or Contract Numbers: N/A

Author Affiliations: N/A