scholarly journals How the poor get richer: Signaling guides attention and fosters learning from text‐graph combinations for students with low, but not high prior knowledge

2021 ◽  
Author(s):  
Juliane Richter ◽  
Amelie Wehrle ◽  
Katharina Scheiter
Keyword(s):  
Prior Knowledge ◽  
The Poor ◽  
Learning From Text ◽  
High Prior Knowledge

scholarly journals KEEFEKTIFAN METODE PEMBELAJARAN PBL PADA KOMPETENSI MEMPERBAIKI SISTEM PENDINGIN KOMPETENSI KEAHLIAN TEKNIK KENDARAAN RINGAN

TAMAN VOKASI ◽  
2015 ◽  
Vol 1 (1) ◽  
Author(s):  
Rabiman Rabiman ◽  
Wardan Suyanto
Keyword(s):  
Prior Knowledge ◽  
Teaching Method ◽  
Cooling System ◽  
Analysis Of Covariance ◽  
Difficulty Level ◽  
Control Group ◽  
Vehicle Engineering ◽  
Control Group Design ◽  
High Prior Knowledge ◽  
Direct Teaching

This study aimed to investigate the effectiveness of: (1)the problem-based learning (PBL) method; (2)the direct teaching method; (3)the PBL method compared with the direct teaching method, for the low prior knowledge students; (4)the PBL method compared with the direct teaching method, for the high prior knowledge students. This research is a quasi experimental with the pretest-posttest non-equivalent control group design. The independent variabel was teaching method, the score on pre-test as a covariate, and the students. achievement as the dependent variable. The research population comprised year XI students of the Light Vehicle Engineering SMK Muhammadiyah Prambanan, totaling 137 students, divided into four classes. This study used a sample of two XI classes, totaling 64 students. The instrument was an achievement test in the multiple-choice form. The validation was conducted by analyzing the validity of the test items, difficulty level, discrimination index, and the functioning of the detractors. The result was that the 40 items used were all valid and the reliability was high (á=0.921). The data were analyzed using the analysis of covariance (ANCOVA). This study conclude that, in the competence of repairing the cooling system by considering the students' score on pre-test as prior knowledge: (1) on the whole, the PBL method is more effective than the direct teaching methods, (2) the students who have high prior knowledge are more effective to be taught using the PBL method than the direct teaching method, (3) the students who have low prior knowledge are not difference in effectiveness to be taught using the PBL method and the direct teaching method, and (4) there is no difference in effectiveness between low prior knowledge students and high prior knowledge students who were taught using the PBL method.

scholarly journals Good and Poor Readers' Recall of Familiar and Unfamiliar Text

1979 ◽  
Vol 11 (4) ◽  
pp. 375-380 ◽  
Author(s):  
Barbara M. Taylor
Keyword(s):  
Prior Knowledge ◽  
Grade Level ◽  
Fifth Graders ◽  
Third Graders ◽  
Mean Difference ◽  
Poor Readers ◽  
Third Grade ◽  
Fifth Grade ◽  
The Poor ◽  
Good And Poor Readers

This study investigated poor readers' use of prior knowledge in reading by comparing good and poor readers' recall of familiar and unfamiliar text. Thirty-one third graders and thirty-one fifth graders, reading on a third grade level, and twenty fifth graders, reading on a fifth grade level, read and orally recalled two third grade expository passages, one on a familiar topic and one on an unfamiliar topic, which were very similar in structure. Both fifth grade groups recalled more than the third graders on the familiar passage. The fifth grade good readers recalled more than the poor readers and third graders on the unfamiliar passage. All groups recalled more on the familiar than unfamiliar passage, but the poor readers' mean difference score between the two passages was greater than the other two groups' mean difference scores. These findings suggest that poor readers' comprehension, in particular, suffers when their use of prior knowledge is restricted, as when reading unfamiliar material. Also, it appears that poor readers can do an adequate job of comprehending if given familiar material to read on an appropriate level.

How does prior explicit knowledge affect the efficacy of explicit instruction and feedback? The case of the personal a in L2 Spanish

2017 ◽  
Vol 22 (4) ◽  
pp. 379-397 ◽  
Author(s):  
Alyssa Martoccio
Keyword(s):  
Prior Knowledge ◽  
Explicit Knowledge ◽  
Explicit Instruction ◽  
Control Groups ◽  
Grammaticality Judgment ◽  
Personal A ◽  
High Knowledge ◽  
Knowledge Group ◽  
High Prior Knowledge ◽  
L2 Spanish

This study examined the effectiveness of explicit instruction and feedback, focusing on degrees of prior knowledge of the personal a in intermediate level second language (L2) Spanish. On the pretest, participants ( n = 58) completed grammaticality judgment and picture description tasks, which found that learners had different degrees of receptive and productive command of the structure but had not mastered it above 90% accuracy. Based on pretest scores, participants were split into two groups: high prior knowledge (some receptive and productive command) and low prior knowledge (some receptive command only). On the posttest, half of each group was given computer-administered explicit instruction and feedback on the personal a followed by the two tasks. The control groups completed only the tasks. Results indicated that both instructed groups improved more than their respective control groups after treatment; however, while six individuals from the uninstructed high knowledge group improved over time on both tasks, no one from the uninstructed low knowledge group improved. Awareness results help to explain this difference, since both high prior knowledge and instruction with feedback were associated with higher levels of awareness. These results reveal a link between prior knowledge, awareness and the usefulness of instruction and feedback.

High-School Students' Regulation of Learning During Computer-Based Science Inquiry

2005 ◽  
Vol 33 (2) ◽  
pp. 189-217 ◽  
Author(s):  
Fielding I. Winters ◽  
Roger Azevedo
Keyword(s):  
High School ◽  
High School Students ◽  
Prior Knowledge ◽  
Science Inquiry ◽  
External Support ◽  
Process Data ◽  
School Students ◽  
Post Test ◽  
Computer Based ◽  
High Prior Knowledge

Sixty-two high-school biology students, paired heterogeneously based on prior knowledge, learned about genetic using GenScope, a computer-based learning environment (CBLE), over four 90-minute class periods. Differences between low and high prior knowledge students emerged with convergence of verbal process data and pre- and post-test product data. The low prior knowledge students gained significantly in conceptual understanding from pre- to post-test, whereas the high prior knowledge students' understanding did not significantly change. In an analysis of their verbalizations, low prior knowledge students regulated their learning by relying on their partners for cognitive and other regulatory support whereas the high prior knowledge students spent most of their time regulating their own learning or providing external support for their lower prior knowledge peer. The results of this naturalistic study can potentially be used to inform educational practice by highlighting scaffolds that may foster self-regulated learning in a CBLE-mediated science inquiry context.

Effects of topic interest and prior knowledge on text recall and annotation use in reading a hypermedia text in the L2

ReCALL ◽  
2010 ◽  
Vol 22 (2) ◽  
pp. 228-246 ◽  
Author(s):  
Gülcan Erçetin
Keyword(s):  
Prior Knowledge ◽  
English Language ◽  
Second Language Learners ◽  
English Language Teaching ◽  
Structured Interviews ◽  
Text Recall ◽  
Immediate Recall ◽  
Topic Interest ◽  
High Prior Knowledge ◽  
Annotation Use

AbstractThis study investigates the effects of topic interest and prior knowledge on text recall and annotation use of second language learners engaged in reading a hypermedia text. The participants were proficient learners of English enrolled in an undergraduate English Language Teaching programme. They were asked to read a hypermedia text that incorporated word-level and topic-level annotations, and complete an immediate recall task. Participants’ interaction with the text was recorded during the reading task. Data collection tools also included a topic interest questionnaire, a prior knowledge test, and semi-structured interviews. Results indicated no meaningful relationship between topic interest and prior knowledge. Moreover, topic interest had a significant main effect on text recall while prior knowledge did not. In other words, topic interest facilitated the number of propositions recalled. Finally, a significant interaction between topic interest and prior knowledge was found in terms of access to annotations. When topic interest was low, the participants with low prior knowledge utilized content-related annotations more frequently than those with high prior knowledge. On the other hand, when topic interest was high, the participants with high prior knowledge accessed content-related annotations more frequently than those with low prior knowledge.

Generic Versus Context-Specific Prompts for Supporting Self-Regulation in Mathematical Problem Solving Among Students With Low or High Prior Knowledge

2013 ◽  
Vol 12 (2) ◽  
pp. 197-214 ◽  
Author(s):  
Bracha Kramarski ◽  
Itzhak Weiss ◽  
Sarit Sharon
Keyword(s):  
Problem Solving ◽  
Prior Knowledge ◽  
Mathematical Problem ◽  
Self Regulation ◽  
Mathematical Problem Solving ◽  
Question Prompts ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
High Prior Knowledge ◽  
Context Specific

We compared how 61 seventh graders, with low or high prior knowledge in mathematics, capitalized on two self-regulated learning approaches—generic versus context specific—to (a) enhance self-regulated learning, (b) foster procedural knowledge of routine algebraic tasks, and (c) transfer knowledge to novel mathematical problem solving. The generic approach was based on “IMPROVE” question prompts for comprehension, connection, strategy, and reflection modeled in a free context. The context-specific approach was based on what, when, why, and how (WWWH) question prompts directed explicitly to specific examples in a particular mathematical content area. Findings indicated no difference between the two approaches regarding short-term effects on algebraic procedural tasks; however, differential effects emerged between the two approaches on the self-regulation measure and on long-term transfer to novel tasks (near and far) among students with low or high prior knowledge. The practical and scientific significance of this study are discussed.

scholarly journals Increasing Mathematical Critical Thinking Skills Using Advocacy Learning with Mathematical Problem Solving

2021 ◽  
Vol 8 (1) ◽  
pp. 1-14
Author(s):  
I Ibrahim ◽  
Imam Sujadi ◽  
Samsul Maarif ◽  
Sri Adi Widodo
Keyword(s):  
Critical Thinking ◽  
Prior Knowledge ◽  
Junior High School ◽  
Mathematics Learning ◽  
Mathematical Problem ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Control Group ◽  
Control Group Design ◽  
High Prior Knowledge

The ability to think critically is one of the abilities students must possess. Students’ critical thinking skills have not been encouraging. There is a need for learning that can improve this ability, one of which is advocacy learning. The study aims to increase students’ critical thinking skills with open-ended mathematical problems in advocacy mathematics learning. This study is a nonequivalent control group design with a pre-test post-test control group. Sampling using cluster random sampling, randomization was carried out in classes at Junior High School 4 Bandung by taking two classes. Data analysis used Mann-Whitney, one-way ANOVA, and Tukey. The results showed that students treated with an advocacy approach by giving open-ended questions had better mathematical critical thinking skills than those who received conventional learning. Also, students with high prior knowledge had better critical thinking skills compared to the other two groups. This research implies that the advocacy can be used as an alternative to learning mathematics for students with high prior knowledge.

scholarly journals Pengaruh Model Pembelajaran Assure dan Pengetahuan Awal Terhadap Hasil Belajar IPA-Fisika Siswa Kelas Viii SMPN 22 Mataram

2017 ◽  
Vol 1 (3) ◽  
pp. 166
Author(s):  
Haerul Muammar ◽  
Ahmad Harjono ◽  
Gunawan Gunawan
Keyword(s):  
Prior Knowledge ◽  
Science Learning ◽  
Hypothesis Test ◽  
Learning Outcome ◽  
Learning Model ◽  
Research Use ◽  
Vibration Characteristic ◽  
Class Viii ◽  
High Prior Knowledge ◽  
Test Use

This is an experimental research. This research aim to examine the effect of ASSURE learning model and prior knowledge on science learning outcome in class VIII of SMPN 22 Mataram. The population is entire students in class VIII SMPN 22 Mataram with VIIIB as experiment class and VIIIC as control class. Both divided into high and low prior knowldege group. This research use factorial design 2x2. Hypothesis test use two ways anava. We got that (1) learning model take significant effect on learning outcome that ASSURE model get higher score than konventional model, (2) prior knowledge take significant effect on learning out come that higher prior knowledge get higher score than the low one, and (3) there is no interaction between learning model and prior knowledge on learning outcome. N-Gain test shown that high prior knowledge of ASSURE class get most improvement result and low pior knowledge of conventional class get worst. It is better to continue this ASSURE learning model in research using another student characterictic analyze. High prior knowledge experiment class get improvement result in all sub-chapter. Low prior knowledge experiment class and high prior knowledge control class get most improvement in wave characteristic. Low prior knowledge control class get most improvement in vibration characteristic.

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