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Learning environmental science from text aided by a diagnostic and prescriptive instructional strategy
Author(s) -
Farragher Pierce,
Szabo Michael
Publication year - 1986
Publication title -
journal of research in science teaching
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 3.067
H-Index - 131
eISSN - 1098-2736
pISSN - 0022-4308
DOI - 10.1002/tea.3660230608
Subject(s) - mathematics education , task (project management) , science education , computer science , range (aeronautics) , test (biology) , psychology , cognitive psychology , ecology , biology , materials science , management , economics , composite material
Learning from text aided by information‐processing techniques of embedded questions and increasingly complex prescriptive feedback was examined relative to achievement, time‐on‐task, and efficiency. Undergraduates ( n = 150) were randomly assigned to one of five treatments which varied along a feedback complexity range. After pretesting, S s completed a selfpaced text unit of soil ecology, followed by a posttest and delayed retention test. Significant differences in instructional time and learning efficiency were observed which were not linearly related to feedback complexity. Between group and achievement differences were marginally significant. Knowledge of human information processing and/or how to apply it to learning from text requires further refinement.