The Availability and Use of Information and Assessment Resources in One-Stop Centers     

James P. Sampson Jr.  Robert C. Reardon  Robert W. Kolodinsky  Shawn M. Herbert 《Journal of Career Development》1998,25(1):15-29

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Learning system design considerations in creating an online learning environment     

Scott P. Schaffer  Shawn M. Overcast 《Performance Improvement》2001,40(9):38-45

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Learning from analogy-enhanced science text     

Shawn M. Glynn  Tomone Takahashi 《科学教学研究杂志》1998,35(10):1129-1149

The present study examined the role that an elaborate analogy can play when middle school students learn a major concept from a science text. The elaborate analogy had both graphic and text components that integrated and mapped key features from an analog (a factory) to the target concept (an animal cell). The target features were the functions of the cell parts. In Experiment 1, eighth graders who studied an analogy-enhanced text had greater immediate and 2-week recall of cell-part functions than students who studied a control text. In Experiment 2, sixth graders who studied an analogy-enhanced text considered the target concept to be more understandable than students who studied a control text. The sixth graders who studied the analogy-enhanced text also had greater immediate and 2-week retention, as measured by both recall and recognition. In both experiments, the analogy was interpreted as acting as a mediator between the students' existing knowledge and the new knowledge in the text. The analogy mapped a familiar, concrete schema onto that of the target concept, making the target concept more understandable and memorable. Implications for the meaningful learning of science text are discussed. © 1998 John Wiley & Sons, Inc. J Res Sci Teach 35: 1129–1149, 1998.  相似文献