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An Evaluation of the Use of Analogy, Simile, and Metaphor in Science Texts.
Peer reviewed Peer reviewed
Gilbert, Steven W. – Journal of Research in Science Teaching, 1989
Investigates whether enriching text with analogies, similes, and metaphors has an impact on student cognitive learning and attitudes. Reports no gain on achievement, negative gain on attitude, no gain on proposition recall test, and negative gain on student attention to the text. (YP)
Descriptors: Attitude Measures, Language Usage, Metaphors, Science Curriculum
Gender, Prior Knowledge, Interest, and Experience in Electricity and Conceptual Change Text Manipulations in Learning about Direct Current.
Peer reviewed Peer reviewed
Chambers, Sharon K.; Andre, Thomas – Journal of Research in Science Teaching, 1997
Presents a study that investigated relationships between gender, interest, and experience in electricity. Also explored the effect of conceptual change text manipulations on learning fundamental concepts of direct current. Suggests that conceptual change text manipulations are likely to be effective for both men and women. Contains 57 references.…
Descriptors: Cognitive Psychology, Cognitive Structures, Concept Formation, Electricity
The Effects of a Combination of Text Structure Awareness and Graphic Postorganizers on Recall and Retention of Science Knowledge.
Peer reviewed Peer reviewed
Spiegel, George F., Jr.; Barufaldi, James P. – Journal of Research in Science Teaching, 1994
Community college anatomy and physiology students participated in a 14-hour study skills class designed to determine the effectiveness of a self-regulated strategy on immediate recall and retention of science knowledge. Results indicated that students who constructed graphic postorganizers recalled significantly more than students who simply…
Descriptors: Advance Organizers, Anatomy, Graphic Organizers, Higher Education