NotesFAQContact Us
Collection
Advanced
Search Tips
Showing all 10 results Save | Export
Peer reviewed Peer reviewed
Direct linkDirect link
Joselaine Setlik; Henrique César da Silva – Science & Education, 2025
There are conditions that lead professors to use different text formats in quantum physics courses. Studying these conditions is an important aspect to understand the dynamics of physics pedagogy, and philosophy of science can be used as an orientation to do so. A case study was conducted at a Brazilian initial physics teacher training program.…
Descriptors: Undergraduate Students, College Science, Science Education, Physics
Peer reviewed Peer reviewed
Direct linkDirect link
Schnotz, Wolfgang; Wagner, Inga – Journal of Educational Psychology, 2018
Conjoint processing of text and pictures is assumed to possess an inherent asymmetry, because text and pictures serve fundamentally different but complementary functions. Conjoint processing is assumed to start with general, coherence-oriented mental model construction. When certain tasks have to be solved, the mental model is adjusted to the task…
Descriptors: Foreign Countries, Secondary School Students, Schemata (Cognition), Reading Comprehension
Peer reviewed Peer reviewed
PDF on ERIC Download full text
Zhao, Fang; Schnotz, Wolfgang; Wagner, Inga; Gaschler, Robert – Frontline Learning Research, 2014
Despite numerous studies on reading and multimedia comprehension, the usage of text and picture with different reading strategies has rarely become a focus of research. The current study aims to explore whether the usage of text differs from the usage of picture when readers follow different strategies of knowledge acquisition. In a…
Descriptors: Eye Movements, Reading Comprehension, Reading Strategies, Illustrations
Peer reviewed Peer reviewed
Direct linkDirect link
Huang, Kuo-Liang; Chen, Kuo-Hsiang; Ho, Chun-Heng – Australasian Journal of Educational Technology, 2014
It is possible that e-textbook readers and tablet PC's will become mainstream reading devices in the future. However, knowledge about instructional design in this field of learning sciences is inadequate. This study aimed to analyse how two factors, that is, presentation methods and concept maps, interact with cognitive load and learning…
Descriptors: Handheld Devices, Textbooks, Electronic Publishing, Instructional Design
Peer reviewed Peer reviewed
Direct linkDirect link
Cook, Michelle – Science Scope, 2012
Visuals play an important role in the teaching and learning of science and should be embedded within and supportive of authentic science inquiry. Both researchers and teachers believe that visuals have a great deal of potential to help students understand science, but in practice, these visuals do not always live up to their promise. Teachers need…
Descriptors: Guidance, Science Instruction, Teaching Methods, Visual Stimuli
Peer reviewed Peer reviewed
LaSpina, James Andrew – Language Arts, 2001
Considers how textual and digital visual worlds come together to create new ways of thinking about text and the nature of representation. Compares the graphic space of the printed page and the digital space of screen displays. Argues that each of these two mediums supports a distinctive yet vital way of thinking and that neither can be dispensed…
Descriptors: Cognitive Processes, Electronic Text, Elementary Secondary Education, Language Processing
Peer reviewed Peer reviewed
Puntambekar, Sadhana – Instructional Science, 1995
Defines metacognition, examines metacognitive differences in learners, reviews past and current developments in intelligent tutoring systems, and introduces a computer-based system to help learners develop metacognition in studying from texts. Presents results of a study that analyzed the learning methods of students and makes suggestions for…
Descriptors: Cognitive Processes, Computer Assisted Instruction, Educational Development, Intelligent Tutoring Systems
Peer reviewed Peer reviewed
Bean, Thomas W.; And Others – Reading Research and Instruction, 1987
Indicates that textbook explication alone of causes of events is insufficient for acquisition and use of hierarchically organized knowledge; students must be taught how to construct text-based information into hierarchically structured form and use it for making predictions. (FL)
Descriptors: Cognitive Processes, Comparative Analysis, Content Area Reading, History Instruction
Peer reviewed Peer reviewed
Garofalo, Karen M. – Visible Language, 1988
Hypothesizes that typographic cues structured according to a defined set of common attributes within textbooks enable readers to discriminate between various levels of information and to make generalizations about the information contained in each level. Proposes a method of identifying and ranking categories of information. (KEH)
Descriptors: Cognitive Processes, Content Analysis, Content Area Reading, Context Clues
Peer reviewed Peer reviewed
Beck, Isabel L. – Reading Research Quarterly, 1991
Uses a cognitive processing perspective to revise fifth grade social studies texts, to describe those revisions, and to demonstrate their effects empirically. Finds that students reading the revised text recalled more material and answered more questions correctly than did those reading the original text. Concludes that a text-processing approach…
Descriptors: Cognitive Processes, Content Area Reading, Grade 4, Grade 5