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Learning chemistry from text: The effect of decision making
Author(s) -
Pedersen Jon,
J. Ronald,
Alice Bonnstetter,
Corkill J.,
Glover John A.
Publication year - 1988
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.3660250103
Subject(s) - recall , elaboration , reading (process) , perspective (graphical) , psychology , control (management) , mathematics education , cognitive psychology , computer science , artificial intelligence , linguistics , philosophy , humanities
Two experiments examined the relative effects of questions requiring decisions, statements providing the decision information to students, questions not requiring decisions, and control procedures on students' memory for chemistry text reading materials. Experiment 1 employed immediate recall. The results of Experiment 1 indicated that students who made and justified decisions about the contents recalled significantly more information than students in any other condition. In addition, students who answered questions that did not require decisions recalled significantly more of the content than students in the control or the statements conditions. No other contrasts reached significance. Experiment 2 employed delayed recall assessed one week after reading. The results confirmed those of Experiment 1. The overall results of the study are discussed in terms of an elaboration perspective on memory.