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Conceptual Change Text versus Traditional Text and Application Questions versus No Questions in Learning about Electricity.
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Wang, Tianyu; Andre, Thomas – Contemporary Educational Psychology, 1991
The effects of conceptual change text and application questions in 139 college students' learning of electricity concepts were investigated. The experiment was a 2X2X2X2 factorial. Compared to traditional text and no questions, conceptual change text and application questions, respectively, improved acquisition of qualitative concepts.…
Descriptors: Classroom Techniques, College Students, Comparative Analysis, Electricity
Improvements in the English Syntax of Deaf College Students.
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Berent, Gerald P. – American Annals of the Deaf, 1993
College students with prelingual deafness were assessed on their knowledge of English syntax at the beginning and end of the academic year. Results revealed significant improvement on nine English structures assessed; students with lower general English proficiency improved to a greater extent than other students. (Author/JDD)
Descriptors: College Students, Congenital Impairments, Deafness, Higher Education
Knowledge of Connectors as Cohesion Devices in Text: A Comparative Study of Native-English and English-as-a-Second-Language Speakers.
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Goldman, Susan R.; Murray, John D. – Journal of Educational Psychology, 1992
In 3 experiments, a total of 48 native English speaking and 55 English-as-a-Second-Language (ESL) college students chose alternatives to replace missing logical connectors in expository passages. Differences in meaning and use of the four connector types and implications for improving ESL programing are discussed. (SLD)
Descriptors: Cohesion (Written Composition), College Students, English (Second Language), Expository Writing