ERIC Number: EJ852825
Record Type: Journal
Publication Date: 2009-Sep
Pages: 7
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0020-4277
EISSN: N/A
Exploring the Deep-Level Reasoning Questions Effect during Vicarious Learning among Eighth to Eleventh Graders in the Domains of Computer Literacy and Newtonian Physics
Gholson, Barry; Witherspoon, Amy; Morgan, Brent; Brittingham, Joshua K.; Coles, Robert; Graesser, Arthur C.; Sullins, Jeremiah; Craig, Scotty D.
Instructional Science: An International Journal of the Learning Sciences, v37 n5 p487-493 Sep 2009
This paper tested the deep-level reasoning questions effect in the domains of computer literacy between eighth and tenth graders and Newtonian physics for ninth and eleventh graders. This effect claims that learning is facilitated when the materials are organized around questions that invite deep-reasoning. The literature indicates that vicarious learners in college student populations show greater pretest to posttest learning gains when presented with deep-level reasoning questions before each content sentence, than when deep-level questions are omitted, or when learners interact with an intelligent tutoring system. This effect holds for vicarious learners across grade levels and domains.
Descriptors: Intelligent Tutoring Systems, Physics, Grade 11, Grade 10, Science Instruction, Instructional Effectiveness, Comparative Analysis, Grade 8, Grade 9, Educational Technology, Computer Assisted Instruction, Electronic Learning, Questioning Techniques, Learning Processes, Teaching Methods, Observational Learning, Computer Literacy
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
IES Funded: Yes
Grant or Contract Numbers: R305A080594; R305H050169