ISSN:
1573-1839
Schlagwort(e):
SemNet
;
biology
;
meaningful learning
;
deep processing
;
connections
;
constructivism
Quelle:
Springer Online Journal Archives 1860-2000
Thema:
Allgemeine Naturwissenschaft
,
Technik allgemein
Notizen:
Abstract In this paper we examine the impact of using a Macintosh-based knowledge organization toll SemNet, with prospective elementary and middle school teachers enrolled in an upper division biology course. The course models for students the ways in which they will be able to teach hands-on, minds-on science in K-8 classrooms and provides them with an in-depth understanding of a relatively small number of biology topics. This study examines changes in learning habits, metacognitive processes, retention, retrieval, and learring among students enrolled in this course. Students using SemNet tend to exhibit a significant increase in deep processing as measured by self-report. Also on the basis of self-report, SemNet students appear to acquire some cognitive skills that transfer to other courses, such as identifying main ideas and tying ideas together. SemNet students retained and retrieved nearly twice as much information about a topic, the digestive system, as a reference group. Although neither the SemNet nor the reference group exhibited transfer skills as we meansured them, there is evidence that SemNet student changed their thinking strategies.
Materialart:
Digitale Medien
URL:
http://dx.doi.org/10.1007/BF01575176
Permalink
