ERIC ED254431: Effects of Teacher Use of pdf

ERIC ED254431: Effects of Teacher Use of

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This study investigated the effects of analogy-based and conventional lecture-based instructional strategies on the achievement of four classes of high school biology students (N=123). Prior to treatment, students were assessed for cognitive ability and prior knowledge of the analogy vehicle. The analogy-based treatment consisted of teacher lecture and student examination of analogy text, diagrams, and charts comparing target information to an analogous domain. Conventional lecture-based strategies involved didactic teacher presentation of target concepts supplemented with reading assignments from the regular textbook. Findings indicate that: (1) analogy-based instructional methods appear to enhance student performance relative to conventional lecture-based instruction in achievement related to the digestive, nervous, and circulatory system; (2) both concrete and transitional/formal operational students benefited from analogy-based instruction; (3) with both treatments, transitional/formal operational students tended to show higher achievement than concrete operational students; (4) concrete operational students receiving analogy-based instruction scored higher than transitional/formal operational students receiving conventional lecture-based instruction; (5) students who comprehended analogies showed significantly higher achievement over those who did not comprehend them; and (6) the effects related to treatment tended to be more pronounced when comprehension of analogy was high.

(Author/JN

• Creator/s: ERIC
• Date: 1985-04
• Year: 1985
• Book Topics/Themes: ERIC Archive, Academic Achievement, Analogy, Biology, Cognitive Ability, Cognitive Development, Comprehension, Conventional Instruction, Developmental Stages, High Schools, Science Education, Secondary School Science, Teaching Methods

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