The sequence of conceptual information in instruction and its effect on retention |
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| Authors: | Frederik J A Ranzijn |
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| Institution: | (1) Department of Education, University of Twente, Enschede, The Netherlands |
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| Abstract: | Two experiments were carried out to study the effect of the sequencing of the information in an instructional program. In both experiments, two different ordering principles were used. These principles were based on the relation between the to be learned concepts. The ordering of the information could be successive or simultaneous. The relationship between concepts is categorized either successive or coordinate. It was hypothesized that a simultaneous presentation would show better learning results than a successive presentation if between the to-be-learned concepts exists a co-ordinate relationship. A successive presentation would lead to better results in case of a successive relationship. Results suggest that the definition of both types of relationships needs refinement. Further the results show that for coordinate related concepts a simultaneous presentation is preferable.This study was supported by a grant from the Institute for Educational Research in the Netherlands (SVO), Grant No. 6620. I wish to thank S. Dijkstra for his stimulating ideas, and M. C. Reisinger for his assistance during this project. I also wish to thank the students, the biology teacher and the management of the Willem van Oranje Mavo (Hengelo, the Netherlands) and Streekcentrum voor Tuinbouwonderwijs (Enschede, The Netherlands) for their friendly co-operation. The author is now with Boertien and Partners Educational Technology, Gooimeer 5, 1411 DD Naarden, The Netherlands. |
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