Peer reviewedERIC Number: EJ448989
Record Type: Journal
Publication Date: 1992
Pages: N/A
Abstractor: N/A
ISBN: N/A
ISSN: ISSN-0020-4277
EISSN: N/A
The Sequence of Conceptual Information in Instruction and Its Effect on Retention.
Ranzijn, Frederik J. A.
Instructional Science, v20 n5-6 p405-18 1991-92
Describes two experiments in Dutch secondary schools that were carried out to study the effect of the sequencing of the information in computer-assisted instructional programs. Instructional design for concept learning is discussed; successive and coordinate relationships between concepts are explained; and tests designed for procedural and declarative knowledge are described. (11 references) (LRW)
Descriptors: Analysis of Variance, Computer Assisted Instruction, Computer Software Development, Concept Formation, Concept Teaching, Courseware, Foreign Countries, Hypothesis Testing, Instructional Design, Intermode Differences, Learning Strategies, Pretests Posttests, Retention (Psychology), Secondary Education, Sequential Learning, Test Construction
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Netherlands
Grant or Contract Numbers: N/A
