MARC details
| 000 -LEADER |
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| fixed length control field |
02270nam a2200253Ia 4500 |
| 008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION |
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| fixed length control field |
180926s2016 xx 000 0 und d |
| 040 ## - CATALOGING SOURCE |
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| Transcribing agency |
MANILA TYTANA COLLEGES LIBRARY |
| 100 ## - MAIN ENTRY--PERSONAL NAME |
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| Personal name |
Siler, Stephanie Ann. |
| 245 #0 - TITLE STATEMENT |
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| Title |
Effects of terminological concreteness on middle-school students' learning of experimental design / |
| Statement of responsibility, etc. |
Stephanie Ann Siler, David Klahr |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. (IMPRINT) |
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| Date of publication, distribution, etc. |
May 2016 |
| 336 ## - CONTENT TYPE |
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| Content type term |
text |
| 337 ## - MEDIA TYPE |
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| Media type term |
unmediated |
| 338 ## - CARRIER TYPE |
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| Carrier type term |
volume |
| 440 ## - SERIES STATEMENT/ADDED ENTRY--TITLE |
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| Number of part/section of a work |
108 : 4, page 547-562 |
| Title |
Journal of Educational Psychology |
| 520 ## - SUMMARY, ETC. |
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| Summary, etc. |
One obstacle to understanding abstract concepts such as the "control of variables" strategy (CVS) is the tendency for learners to focus on surface rather than deep features in instructional materials. However, in tasks such as learning CVS, these same surface features may also support understanding, provided learners realize the underlying task goal. In this study, we explored the effect of surface features in textually described experiments on middle-school students' understanding of CVS. We investigated whether the amount of surface detail-or surface-level concreteness-of experiments interacts with student tendency to focus on deep or surface features. As predicted, deep focusers showed better posttest performance when given all concrete examples (concrete-only condition) than when subsequent examples became more concrete (abstract-fading condition) or less concrete (concrete-fading condition). Concrete representations helped deep focusers understand the rationale for controlling variables. Although surface focusers who were given only concrete examples showed better understanding on some measures, they generally failed to develop complete explicit understanding of CVS, including its rationale. Consequently, surface focusers showed similarly poor transfer across conditions. Although students generally benefited from concrete representations, surface focusers may need more support to develop sufficiently coherent understandings that facilitate transfer. |
| 521 ## - TARGET AUDIENCE NOTE |
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| Target audience note |
Psychology. |
| 650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM |
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| Topical term or geographic name as entry element |
Concreteness. |
| 650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM |
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| Topical term or geographic name as entry element |
Control of variables strategy. |
| 650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM |
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| Topical term or geographic name as entry element |
Experimental design. |
| 650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM |
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| Topical term or geographic name as entry element |
Middle-school students. |
| 650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM |
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| Topical term or geographic name as entry element |
Transfer. |
| 942 ## - ADDED ENTRY ELEMENTS (KOHA) |
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| Source of classification or shelving scheme |
Library of Congress Classification |
| Koha item type |
Articles |
| 998 ## - LOCAL CONTROL INFORMATION (RLIN) |
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| Cataloger's initials, CIN (RLIN) |
82313 |
| First Date, FD (RLIN) |
140676 |
