Accessing Prior Knowledge to Remember Text: A Comparison of Advance Organizers and Maps

Schwartz, Neil H.; Ellsworth, Laurie S.; Graham, Lorraine; Knight, Bruce Allen

doi:10.1006/ceps.1997.0958

Cited by 21 publications

(16 citation statements)

References 31 publications

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“…In addition to developing media skills through the use of the shared course map, the students learned a research-based teaching strategy. When students use geographic maps as adjuncts to text, they recall more text information than they would if they studied the text alone (Vekiri 2002;Schwartz, Ellsworth, Graham, & Knight, 1998).…”

Section: Analysis Of Audience and Contextmentioning

confidence: 99%

Interactive Maps for Community in Online Learning

Cavanaugh

2008

Computers in the Schools

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The online courses studied here used the visual medium of the interactive geographic map as a form of dialogue to reduce students' sense of transactional distance during the course, build their skills with Web 2.0 media, and increase their motivation. Using the dynamic map and the related online spreadsheet, the course participants created digital maps in which they interacted spatially. The maps supported active participation in the course and put the students in control as they visualized the relationships between other course members' locations and themselves. Interactive course maps are recommended for reducing transactional distance and to support team building.

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Section: Analysis Of Audience and Contextmentioning

confidence: 99%

Interactive Maps for Community in Online Learning

Cavanaugh

2008

Computers in the Schools

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“…One way that subjects might be guided in this task is through the schemata acquired from years of experience in using maps (Schwartz, Ellsworth, Graham, & Knight, 1998). Subjects would then attempt to mentally organize this information, possibly by spatially partitioning the map area into a more simplified geometry (Thorndyke & Stasz, 1980) before the map is removed and replaced by the experimental text.…”

Section: Characteristics Of Adjunct Mapsmentioning

confidence: 99%

When tactics collide: Counter effects between an adjunct map and prequestions

Kealy

Bakriwala²,

Sheridan³

2003

ETR&D

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“…In terms of the school curriculum, the use of IKS can help students to form schemas for interpreting local phenomena through the prism of what they already know [4,5]. It has been postulated that all human beings possess categorical rules or scripts that they use to interpret the world [4,5].…”

Section: Introductionmentioning

confidence: 99%

“…It has been postulated that all human beings possess categorical rules or scripts that they use to interpret the world [4,5]. New information is processed according to these rules, called schema [5,6]. The schema theory views organized knowledge as an elaborate network of abstract mental structures which represent one's understanding of the world.…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Indigenous knowledge of HIV/AIDS among High School students in Namibia

Chinsembu

Shimwooshili-Shaimemanya

Kasanda

et al. 2011

J Ethnobiology Ethnomedicine

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BackgroundThe use of Indigenous Knowledge (IK) can help students to form schemas for interpreting local phenomena through the prism of what they already know. The formation of schemas related to HIV/AIDS risk perception and prevention is important for individuals to form local meanings of the HIV/AIDS epidemic. The objective of this study was to explore the indigenous names and symptoms of HIV/AIDS among High School students in NamibiaMethodsFocus group discussions were used to collect qualitative data on indigenous names and symptoms of HIV/AIDS from students in 18 secondary schools located in six education regions. Data were grouped into themes.ResultsPeople living with HIV/AIDS were called names meaning prostitute: ihule, butuku bwa sihule, and shikumbu. Names such askibutu bwa masapo (bone disease),katjumba (a young child),kakithi (disease), andshinangele (very thin person) were used to describe AIDS. Derogatory names like mbwa (dog), esingahogo (pretender), ekifi (disease), and shinyakwi noyana (useless person) were also used. Other terms connoted death (zeguru, heaven; omudimba, corpse), fear (simbandembande, fish eagle; katanga kamufifi, (hot ball), and subtle meaning using slang words such as 4 × 4, oondanda ne (four letters), desert soul, and mapilelo (an AIDS service organization). Typical (body wasting) and non-typical (big head, red eyes) symptoms of HIV were also revealed.ConclusionsThe study determined students' IK of the names and symptoms of HIV/AIDS. Programmes to prevent/manage adolescent HIV infection and stigma may be strengthened if they take students' indigenous understandings of the disease on board.

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Accessing Prior Knowledge to Remember Text: A Comparison of Advance Organizers and Maps

Cited by 21 publications

References 31 publications

Interactive Maps for Community in Online Learning

Interactive Maps for Community in Online Learning

When tactics collide: Counter effects between an adjunct map and prequestions

Indigenous knowledge of HIV/AIDS among High School students in Namibia

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