A Generative Theory of Textbook Design: Using Annotated Illustrations To Foster Meaningful Learning of Science Text.

Mayer, Richard E.; And Others

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Peer reviewed

ERIC Number: EJ501721

Record Type: Journal

Publication Date: 1995

Pages: N/A

Abstractor: N/A

ISBN: N/A

ISSN: ISSN-1042-1629

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A Generative Theory of Textbook Design: Using Annotated Illustrations To Foster Meaningful Learning of Science Text.

Mayer, Richard E.; And Others

Educational Technology Research and Development, v43 n1 p31-43 1995

Explains a generative theory of textbook design and describes three experiments that compared college students' solutions on transfer problems after reading science texts with illustrations adjacent to corresponding text and including annotations, and illustrations separated from text without annotations. (LRW)

Descriptors: Abstracts, College Science, Comparative Analysis, Higher Education, Illustrations, Learning Strategies, Problem Solving, Scientific and Technical Information, Textbook Preparation, Visual Learning

Publication Type: Opinion Papers; Reports - Research; Journal Articles

Education Level: N/A

Audience: N/A

Language: English

Sponsor: N/A

Authoring Institution: N/A

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Author Affiliations: N/A