Most timeline analogies of geologic and evolutionary time are fundamentally flawed. They trade off the problem of grasping very long times for the problem of grasping very short distances. The result is an understanding of relative time with little comprehension of absolute time. Earlier work has shown that the distances most easily understood by…

The paper presents the results of research on the relationship between self-assessed comprehension of physics lectures and final grades of junior high school students (aged 13-15), high school students (aged 16-18) and physics students at the Pedagogical University of Cracow, Poland (aged 21). Students' declared level of comprehension was measured…

These proceedings contain the papers of the 14th International Conference on Cognition and Exploratory Learning in the Digital Age (CELDA 2017), 18-20 October 2017, which has been organized by the International Association for Development of the Information Society (IADIS) and endorsed by the Japanese Society for Information and Systems in…

A control group of 31 received traditional microeconomics instruction; 20 experimentals viewed the Economics U$A telecourse with lecture, discussion, and textbook. Pre/posttest data demonstrated no significant differences in comprehension of content or in cognitive level, although the video group did do better in the area of implicit application.…

To prepare twentieth century students for life in the twenty-first, teachers must teach more of what their disciplines ARE and less of what they are about, since advances in knowledge are promoting such rapid change in information that much of what is taught is in danger of being anachronistic.

Three studies evaluated a method for developing prior-knowledge structures that prepares students to learn from a text or lecture. Findings indicate that there is a place for lectures and readings in the classroom if students have sufficiently differentiated domain knowledge to use the expository materials in a generative manner. (TJQ)

Studied the nature and extent of problems in comprehension of lectures experienced by 198 college students from non-English speaking backgrounds at a British university. Slightly fewer than 1 in 10 was able to understand the content and intent of lectures very well, and almost 25% had not understood the lectures at all. (SLD)

The article describes a study conducted to determine whether experiential learning-based discussion is more effective than lecture-based discussion in facilitating understanding of material presented in a typical undergraduate business course, specifically organizational communication networks. (CT)

Reports a study that developed a strategy to help students comprehend and remember the content of training presentations. The study examined the effects of self-questioning and reciprocal peer-questioning strategies on preservice teachers' learning of orally-presented material and on their verbal interaction. Results suggest that this strategy…

Of 93 undergraduates, 75% attended 2 lecture-based and 2 case-study-based training sessions, 25% were controls. Knowledge gained in lectures was significantly related to verbal comprehension; knowledge from case studies was significantly related to reasoning. Individual differences between comprehension and reasoning scores support the value of…

Presents the results of a study that measured the efficacy of an international economics simulation among undergraduates. The simulation consisted of a macroeconomics game where students develop economic policies for four hypothetical countries. A multiple choice test and posttest questionnaire suggests that classroom games are more effective than…