No abstract

No abstract

Do students learn more deeply from a passage when they attempt to construct their own graphic organizers (i.e., learning by doing) than when graphic organizers are provided (i.e., learning by viewing)? In 3 experiments, learners were tested on retention and transfer after reading a passage with authorprovided graphic organizers or when asked to construct graphic organizers. In Experiment 1 (highest complexity), there were 27 author-provided graphic organizers or margin space for constructing graphic organizers. In Experiment 2 (intermediate complexity), there were 18 author-provided graphic organizers or 18 corresponding graphic organizer templates. In Experiment 3 (lowest complexity), there were 10 author-provided graphic organizers or 10 corresponding graphic organizer templates. On transfer, the effect size favored the author-provided group (Experiment 1: d ϭ 0.24, ns; Experiment 2: d ϭ 0.43, p Ͻ .05; Experiment 3: d ϭ 0.84, p Ͻ .01). On retention, there were no significant differences. These results are consistent with cognitive load theory, which posits that excessive activity can create extraneous cognitive load, disrupting generative processing. These results are not consistent with activity theory, which posits that students learn by doing.

No abstract

This study investigated the development of representational competence among organic chemistry students by using 3D (concrete and virtual) models as aids for teaching students to translate between multiple 2D diagrams. In 2 experiments, students translated between different diagrams of molecules and received verbal feedback in 1 of the following 3 intervention conditions: with concrete models, with virtual models, or without models. Following the intervention, diagram translation accuracy was measured in 3 posttests, which were with models, without models, and after a 7-day delay. The virtual models in the 2 experiments differed in the level of congruence between the actions performed with the input device and the resulting movement of the virtual model. Study 1 used a low congruence interface and Study 2 used a high congruence interface. Students learned more when models were available. In terms of learning outcomes, model-based feedback was superior to verbal-feedback alone, models served as a learning scaffold rather than a crutch, and learning with model-based feedback was resilient over a 7-day delay. Finally, concrete and virtual models were equivalent in promoting learning, and action-congruence of the interface did not affect learning. The results are discussed with respect to their implications for instruction in organic chemistry and science, technology, engineering, and mathematics disciplines more generally.