scholarly journals Facilitating Children's Comprehension through the Use of Advance Organizers

1989 ◽  
Vol 21 (1) ◽  
pp. 15-35 ◽  
Author(s):  
Michael A. R. Townsend ◽  
Anne Clarihew
Keyword(s):  
Prior Knowledge ◽  
Advance Organizers ◽  
Advance Organizer ◽  
Learner Characteristics ◽  
Science Topic ◽  
Knowledge Group ◽  
New Material ◽  
The Relationship

Recent investigations of Ausubel's advance organizer technique, a prereading instuctional intervention which serves to link new material with existing prior knowledge, have examined the interaction between learner characteristics and the characteristics of an advance organizer. However, this research fails to make eplicit the relationship between the advance organizer and the existing prior knowledge of the learner. The current study investigated the effects on comprehension of verbal and pictorial advance organizers with 8-year-old children having high or low prior knowledge relative to a science topic. In Experiment 1 a verbal advance organizer assisted the comprehension of only the children in the strong prior knowledge group. In Experiment 2 the addition of a pictorial component to the verbal advance organizer facilitated the comprehension of children in the weak prior knowledge group.

scholarly journals Using Analogical Problem Construction As An Advance Organizer To Teach Advanced Database (SQL) Nomenclature

2017 ◽  
Vol 21 (1) ◽  
pp. 1-8 ◽  
Author(s):  
Robert J. Mills
Keyword(s):  
Instructional Design ◽  
Prior Knowledge ◽  
Teaching Strategy ◽  
Advance Organizers ◽  
Advance Organizer ◽  
Formal Training ◽  
Business Faculty ◽  
Problem Construction ◽  
Analogical Problem ◽  
New Material

Although business faculty have an important teaching responsibility to prepare students for professional positions in industry, very few have any formal training in instructional design.  Analogical problem construction and advance organizers are powerful design techniques used to link prior knowledge to new material.  Unfortunately, the use of analogies as a formal teaching strategy is disappointingly low. This study examines the use of analogical problem constructions as an advance organizer strategy to teach advanced database (SQL) concepts.

Effective Learning and Retention Through Advance Organizer Model

2015 ◽  
Vol 2 (2) ◽  
pp. 46-50
Author(s):  
Anbazhaugan. T.A ◽  
Tessy Joseph Kallarackal
Keyword(s):  
Secondary School ◽  
Conventional Method ◽  
Instructional Strategy ◽  
Secondary School Students ◽  
Advance Organizers ◽  
Advance Organizer ◽  
School Students ◽  
Effective Learning ◽  
New Material ◽  
Independent Variable

Effective classroom teaching in science requires advance thinking and proper planning. Advance organizers are information the teacher presents, at the onset of a deductive lesson, used by students to help them mentally organize new material. In the present study, the investigator has made an attempt to find out the effectiveness of Advance Organizer Model on achievement in physics with respect to (a) Knowledge (b) Comprehension (c) Application (d) Analysis (d) Synthesis and (e) Evaluation of secondary school students. For the present study, the Equivalent group Experimental method was adopted. Two hundred and forty students were selected from three types of Higher Secondary Schools in equal strength of both control groups and experimental groups in the study and two levels of treatments of the instructional strategy (independent variable) namely Advance Organizer Model, and Conventional Method are selected. The dependent variable is the achievement in physics as determined by the achievement test scores. The major conclusions based on the statistical analysis of data is that the advance organizer model is more effective than conventional method on the achievement in physics with respect to (a) Knowledge (b) Comprehension (c) Application (d) Analysis (d) Synthesis and (e) Evaluation and is useful to improve retention ability of secondary school students.

Effects of Advance Organizers and Reader's Purpose on the Level of Ideas Acquired from Expository Text—Part II

1992 ◽  
Vol 22 (3) ◽  
pp. 281-299 ◽  
Author(s):  
Thomas R. Williams ◽  
Earl C. Butterfield
Keyword(s):  
College Students ◽  
Prior Knowledge ◽  
Expository Text ◽  
Text Processing ◽  
Relevant Literature ◽  
Text Structure ◽  
Advance Organizers ◽  
Advance Organizer ◽  
Structural Level ◽  
Main Effect

Part I of this article, pp. 259–272, reviewed the relevant literature on advance organizers and suggested that methodological problems in previous advance organizer studies has not resolved the question of whether advance organizers facilitate the acquisition of subordinate information from text. This question is not an unimportant issue to technical communicators, whose readers often need to acquire factual information as well as more general concepts from the expository text they read. In two studies we investigated the influences of reader's background knowledge, advance organizers, relative importance of idea units, and idea units' position within a text structure on the recall of textual information. Subjects read introductory and text materials and subsequently were tested for their recognition of idea units that were structurally high and important, structurally high and unimportant, structurally low and important, or structurally low and unimportant. In the first study, forty-eight college students were randomly assigned to conditions consisting of relevant or irrelevant background, organizer or no organizer, and text or no text. There were significant main effects for having read a relevant text and for importance of idea units, and an interaction between structural level and importance. A significant organizer by text or no text interaction and absence of a significant main effect for the organizer indicated that the organizer influenced text processing rather than priming relevant prior knowledge, which is a previously undocumented requirement of advance organizer research. In the second study, conducted with eighty-eight college students, we substituted a purpose, no purpose condition for the text, no text condition of the first study. We observed a significant main effect for importance and a significant four-way interaction involving structure, importance, background, and organizer. The more relevant knowledge a reader had, the less dependent he or she was on text structure, and an advance organizer compensated for the absence of relevant prior knowledge.

scholarly journals EFFECTIVENESS OF ADVANCE ORGANIZER MODEL OVER CONVENTIONAL METHODS OF TEACHING OF SCIENCE AT SECONDARY LEVEL

2017 ◽  
Vol 5 (7) ◽  
pp. 193-198
Author(s):  
Umesh Chandra Kapri
Keyword(s):  
Secondary Level ◽  
Instructional Materials ◽  
Advance Organizer ◽  
Learning Material ◽  
Achievement Scores ◽  
New Learning ◽  
Post Test ◽  
New Material ◽  
Conventional Methods ◽  
The Relationship

An advance organizer is a very useful tool for teachers to help students in the classroom to understand, retain and remember new learning material. It is a tool used to introduce the lesson topic and illustrate the relationship between what the students are about to learn and the information they have already learned. The most general ideas of a subject are presented first and then progressively differentiated in terms of detail and specificity. Instructional materials are used to integrate new material with previously presented information through comparisons and cross-referencing of new and old ideas. An experimental study was conducted to know the effectiveness of Advance Organizer Model over traditional methods of teaching of science. The findings of the study show that there is significance difference between pre-test and post –test achievement scores of science. Thus, it is concluded that Advance Organizer Model is better in teaching of concepts of science than the conventional methods of teaching of science.

scholarly journals Some Conditions Surrounding the Effectiveness of Advance Organizers for Children's Retention of Orally Presented Prose

1976 ◽  
Vol 8 (3) ◽  
pp. 299-309 ◽  
Author(s):  
Daniel J. Christie ◽  
Gary M. Schumacher
Keyword(s):  
Fourth Grade ◽  
Advance Organizers ◽  
Advance Organizer ◽  
Main Theme ◽  
Older Children ◽  
Thematic Structure ◽  
Two Factors ◽  
Thematic Information ◽  
The Relationship

The study was designed to (a) isolate some of the conditions under which advance organizers facilitate the retention of prose, and (b) identify processes children employ when preparing to recall prose. First and fourth grade children either received or did not receive an advance organizer prior to the presentation of a passage. The passage was difficult to comprehend without knowledge of the advance organizer and contained an equal number of sentences which were relevant and irrelevant to the main theme of the story. Results showed that older children who did not receive the advance organizer actively generated their own advance organizer at an earlier sentence during passage presentation than younger children. Additionally, older children who did not receive the advance organizer recalled a greater amount of relevant than irrelevant thematic information. Hence, two factors must be taken into account in order to assess accurately the relationship between advance organizers and children's recall of prose: the possibility that children generate their own thematic structure or advance organizer for a passage and the effect of advance organizers on the recall of relevant versus irrelevant thematic information.

scholarly journals Are Entrepreneurial Capabilities and Prior Knowledge the Silver Bullet for the Generation of New Digital Venture Ideas in a Digital Context?

2021 ◽  
Vol 29 (6) ◽  
pp. 0-0
Keyword(s):  
Prior Knowledge ◽  
Digital Technology ◽  
Positive Impact ◽  
Linear Regression Analysis ◽  
Idea Generation ◽  
New Venture ◽  
Small Enterprises ◽  
Sample Data ◽  
It Capabilities ◽  
The Relationship

Digital technology has had changed the uncertain nature of the process of new venture idea generation, and it has also brought unprecedented opportunities for the generation of new digital venture ideas. To explore how startups can deal with major challenges brought by digital technology and create new digital venture ideas, this paper focuses on micro level entrepreneurial actions, and constructs a theoretical model of the relationship among networking capabilities, IT capabilities, prior knowledge and new digital venture ideas. Furthermore, through the hierarchical linear regression analysis of 278 sample data, the paper finds that in the context of digitalization, both networking capabilities and IT capabilities have a positive impact on the generation of new digital venture ideas. In addition, prior knowledge plays an moderating role in the relationship between IT capabilities and new digital venture ideas. This paper explore how startups can build new digital venture ideas in the context of digitalization, which guides small enterprises in responding to new challenges.

scholarly journals Motivational and Emotional Orientation, Engagement, and Achievement in Mathematics. A Case Study With One Sixth-Grade Classroom Working With an Electronic Textbook on Fractions

2021 ◽  
Vol 6 ◽  
Author(s):  
Frank Reinhold ◽  
Stefan Hoch ◽  
Anja Schiepe-Tiska ◽  
Anselm R. Strohmaier ◽  
Kristina Reiss
Keyword(s):  
Learning Outcomes ◽  
Prior Knowledge ◽  
Cognitive Learning ◽  
Sixth Grade ◽  
Emotional Engagement ◽  
Behavioral Engagement ◽  
Electronic Textbook ◽  
The Relationship ◽  
Grade Classroom

Interactive and adaptive scaffolds implemented in electronic mathematics textbooks bear high potential for supporting students individually in learning mathematics. In this paper, we argue that emotional and behavioral engagement may account for the effectiveness of such digital curriculum resources. Following the general model for determinants and course of motivated action, we investigated the relationship between students’ domain-specific motivational and emotional orientations (person)—while working with an electronic textbook on fractions (situation), their emotional and behavioral engagement while learning (action), and their achievement after tuition (outcome). We conducted a case-study with N = 27 students from one sixth-grade classroom, asking about the relationship between students’ motivational and emotional orientations and their emotional and behavioral engagement, and whether emotional and behavioral engagement are unique predictors of students’ cognitive learning outcomes while working with an e-textbook. For that, we designed a four-week-intervention on fractions using an e-textbook on iPads. Utilizing self-reports and process data referring to students’ interactions with the e-textbook we aimed to describe if and how students make use of the offered learning opportunities. Despite being taught in the same classroom, results indicated large variance in students’ motivational and emotional orientations before the intervention, as well as in their emotional and behavioral engagement during the intervention. We found substantial correlations between motivational and emotional orientations (i.e., anxiety, self-concept, and enjoyment) and emotional engagement (i.e., intrinsic motivation, competence and autonomy support, situational interest, and perceived demand)—with positive orientations being associated with positive emotional engagement, as expected. Although the correlations between orientations and behavioral engagement (i.e., task, exercise, and hint count, problem solving time, and feedback time) also showed the expected directions, effect sizes were smaller than for emotional engagement. Generalized linear mixed models revealed that emotional engagement predicted cognitive learning outcomes uniquely, while for behavioral engagement the interaction with prior knowledge was a significant predictor. Taken together, they accounted for a variance change of 44% in addition to prior knowledge. We conclude that when designing digital learning environments, promoting engagement—in particular in students who share less-promizing prerequisites—should be considered a key feature.

scholarly journals Impacts of Resource Dispersing and Resource Directing Task Dimensions on EFL Learners’ Oral Production

2018 ◽  
Vol 8 (6) ◽  
pp. 148
Author(s):  
Elham Ansari ◽  
Sajad Shafiee
Keyword(s):  
Prior Knowledge ◽  
Mother Tongue ◽  
Local Context ◽  
Oral Performance ◽  
Experimental Conditions ◽  
Efl Learners ◽  
Oral Production ◽  
Knowledge Group ◽  
Quasi Experimental ◽  
Demand Condition

This study was primarily aimed at investigating the effects of simultaneous use of reasoning demand (resource-directing) and prior knowledge (resource-dispersing) on fluency, accuracy, and complexity of L2 oral performance. More, specifically, an attempt was made to investigate how EFL oral production could be affected by ±reasoning demand and ±prior knowledge in the local context of Iran. Thirty male and female Iranian intermediate EFL learners whose mother tongue was Persian and whose age ranged between 23 and 29 were chosen as the participants in this study, and a pretest-posttest quasi-experimental design was utilized. Assigned to two experimental conditions, participants were engaged in a narrative task in which two different wordless picture stories were chosen for data collection. Such statistical operations as t tests and MANOVA were applied to analyze the data. The results obtained from t tests revealed that in ±reasoning demand condition, both complexity and accuracy significantly improved whereas the results for fluency were not statistically significant. In addition, with regard to the ±prior knowledge group, similar results were obtained. In the end, conducting MANOVA revealed that both groups were not different in the pretest; however, utilizing the same procedure for the posttest illustrated a difference between the two groups in terms of their accuracy and complexity, but not their fluency. The results bear some implications for L2 oral production and practice as controlled by teachers and practitioners in EFL contexts.

Digital Images

2011 ◽  
Vol 2 (1) ◽  
pp. 27-41 ◽  
Author(s):  
Linda Matthews ◽  
Gavin Perin
Keyword(s):  
Public Space ◽  
Real Time ◽  
Urban Space ◽  
Three Dimensional ◽  
Digital Systems ◽  
Digital Information ◽  
New Material ◽  
The Relationship ◽  
Cultural Shifts ◽  
Material Form

The valence of any visual paradigm and its accompanying technologies is subject to the contingencies of political regimes and cultural shifts. The instigation, implementation and even reconfiguring of any associated technological system effects a translation and adjustment to the structure and use of these supporting mechanisms that both re-defines the relationship between object and viewer and ultimately influences its translation into material form. The permeation of digital systems throughout contemporary urban space is typified by Internet Protocol webcam systems, instigated by civic authorities for surveillance and the imagistic promotion of iconic city form. This paper examines how this system’s reception and subsequent translation of transmitted data signals into digital information not only presents new material to mediate people’s engagement with public space, but moreover, how it presents new opportunities for the designer to materialize its three-dimensional form within the spatial ambiguity of virtual and real-time environments.

An exploratory investigation into the reception of verbal and video feedback provided to players in an Australian Football League club

2020 ◽  
pp. 174795412095108
Author(s):  
Robert J Mason ◽  
Damian Farrow ◽  
John AC Hattie
Keyword(s):  
Video Feedback ◽  
Learner Characteristics ◽  
Less Is More ◽  
Test Feedback ◽  
Australian Football League ◽  
Moderating Factors ◽  
Exploratory Investigation ◽  
Australian Football ◽  
The Impact ◽  
The Relationship

Coach observation studies commonly examine training and competition environments, with little attention paid to the ways in which coaches provide video feedback in a performance analysis setting. In addition, few studies have considered the reception of feedback by an athlete, or the characteristics of the athlete that may support or hinder feedback reception. The purposes of this study were threefold. First, to examine the characteristics of feedback provided by a coach during a typical video feedback meeting. Second, to measure the impact of this feedback on athlete learning. Third, to consider a range of learner characteristics that may impact feedback reception. Six coaches and six players affiliated with an Australian Football League (AFL) club were recruited. Coach-player dyads were observed in one-to-one video feedback meetings following a game played in the 2017 season. Players were interviewed to test feedback recall. Players also completed a series of tests designed to measure learner characteristics, with the intention of discovering moderating factors of the relationship between feedback and learning outcomes. Rates of feedback generally mirrored those found in previous studies. Coaches provided nearly 30 feedback messages during each meeting. Players recalled 50% of summarised feedback messages but just 6% of all feedback a week later. A ceiling effect on learner characteristics was observed. The paper presents a novel design for examining feedback effectiveness while considering learner characteristics. Given the findings on feedback quantity and recall, coaches are encouraged to adopt a ‘less is more’ approach to providing feedback.

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