A Meta-Analysis of Learning Science Concepts from Textual Materials

Meta-analysis techniques were used to analyze the effects of different types of aids to learning science concepts from textual materials. The studies analyzed dealt with aids for selecting the important information contained in written materials and aids for building internal connections among the p...

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Bibliographic Details
Main Author Horak, Willis J
Format Report
LanguageEnglish
Published 01.04.1985
Subjects
Comprehension
Concept Formation
Elementary Secondary Education
Instructional Materials
Meta Analysis
Printed Materials
Science Education
Science Education Research
Scientific Concepts
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Summary:Meta-analysis techniques were used to analyze the effects of different types of aids to learning science concepts from textual materials. The studies analyzed dealt with aids for selecting the important information contained in written materials and aids for building internal connections among the parts of printed materials. Studies pertaining to advance organizers or to student elaboration activities were not considered. Analyses show: (1) an overall average effect size, indicating that students may be aided in their understanding of science concepts from textual materials; (2) the overall effective was positive; (3) the effect size varied considerably depending upon the type of dependent measure; and (4) the results of blocking studies on other variables was not clear, and many of the computed effect sizes were small. These results indicate that most students can be expected to benefit from forms of textual structuring that aid them in selecting the important concepts and that also aid them in making internal connections within the presented materials. It is possible that computer presentation of textual materials will make this even more feasible. (JN)