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.

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.

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.

Creating G-Class: A gamified learning environment for freshman students

2020 ◽  
Vol 17 (2) ◽  
pp. 94-110 ◽  
Author(s):  
John Aries I Malahito ◽  
Maria Ana T Quimbo
Keyword(s):  
Instructional Design ◽  
Learning Environment ◽  
Digital Media ◽  
Game Design ◽  
Teaching Strategy ◽  
Evaluation Model ◽  
Design Development ◽  
Instructional Task ◽  
Beneficial Effects ◽  
Gamified Learning

In this era of digital media, teachers are competing against technological advancements in gaining students’ engagement and attention. Incorporating game elements in the learning environment known as gamification is a new field of study that re-engages students in learning. This study was done primarily to create a gamified learning environment that will serve as another teaching strategy to engage students in learning. The learning environment was aligned with the principles of gamification and was called Gamified-Class or simply G-Class. Using data gathered from 27 freshman college students, G-Class was developed following the Analysis–Design–Development–Implementation–Evaluation model of instructional design and using the Mechanics–Dynamics–Aesthetics framework of game design. The material was implemented in a General Physics class through a quasi-experimental research design. A G-Class mobile and desktop application together with a user guide was created. G-Class was evaluated both as instructional design material and as instructional task. As an instructional design, it was assessed in terms of content and learning objectives; design, interactivity, and usability; and assessment aligned with learning outcomes. As an instructional task, G-Class was assessed using the Intrinsic Motivation Inventory which consisted of four subscales in a 7-point Likert scale, namely, interest/enjoyment, perceived competence, choice, and pressure/tension. Overall, G-Class was given positive rating both as instructional material and as instructional task. With an overall rating of 5.60, students were found to be more engaged with their subject. Applying gamification in the learning environment pointed to its beneficial effects in enhancing students’ engagement in learning.

Instructional Treatments, Advance Organizers and Novice Performance on a Telecommunications Network

1998 ◽  
Vol 42 (20) ◽  
pp. 1462-1465
Author(s):  
Janice Langan-Fox ◽  
Jennifer Waycott
Keyword(s):  
Mobile Phone ◽  
Advance Organizers ◽  
Advance Organizer ◽  
Control Group ◽  
Experimental Conditions ◽  
Video Recorder ◽  
Ability Groups ◽  
Telecommunications Network ◽  
Better Than ◽  
Low Ability

Recent advances in technologies designed for general population use (eg. autobank, mobile phone, video recorder) necessitate users to acquire information quickly and easily, about how a particular device should be oeprated. However it is often the case that technological devices and accompanying instructions, are not ‘user-friendly’, and are difficult to operate for ‘lay learners’, since learning must often occur individually, without verbal instruction, or assistance from experts or teachers. The current study set out to investigate the usability of a mobile phone network in an experiment lasting 4 hours with 94 student participants. It aimed to investigate (a) how advance organizers might affect performance and (b) the interaction between cognitive ability and effects of advance organizers. Participants were allocated to three experimental conditions: control, ‘text’ advance organizer, and ‘graphic’ advance organizer. Results showed that the ‘text’ group performed better than the ‘graphic’ group, and that as predicted, both advance organizer groups performed better than the control group. Further, low ability groups (associative memory and verbal reasoning) performed better in advance organizer groups, especially the text condition, than the control group suggesting that the effect of an advance organizer can ameliorate the influence of low ability, on performance. High ability groups were relatively unaffected by the influence of advance organizers. Further research is needed with common technological devices, into the effects of advance organizers on different ability groups amongst the population at large.

Using Anticipation Guides to Support Comprehension of Science Informational Text

2018 ◽  
Vol 54 (3) ◽  
pp. 141-148
Author(s):  
Nicole S. Fenty
Keyword(s):  
Learning Disabilities ◽  
Reading Comprehension ◽  
Informational Text ◽  
Advance Organizers ◽  
Advance Organizer ◽  
Informational Texts ◽  
Students With Learning Disabilities ◽  
Text Types ◽  
Students With Ld

Students with learning disabilities (LD) in reading often struggle to succeed due to difficulties with reading comprehension. Comprehension difficulties can impact access to a variety of text types, including informational texts. Researchers suggest that students with LD in reading require explicit comprehension supports before, during, and after reading. This article outlines the use of a comprehension tool, anticipation guides (AGs), a type of advance organizer especially suited for use with informational text. A brief summary of the literature surrounding the use of advance organizers in elementary settings is provided. General steps for planning and adapting instruction using AGs are also included. In addition, planning and instructional steps are contextualized using a science illustration. Finally, conclusions are offered.

Advance Organizers: A Review of the Research—Part I

1992 ◽  
Vol 22 (3) ◽  
pp. 259-272 ◽  
Author(s):  
Thomas R. Williams ◽  
Earl C. Butterfield
Keyword(s):  
Prior Knowledge ◽  
Expository Text ◽  
Empirical Studies ◽  
Advance Organizers ◽  
The Past ◽  
New Information ◽  
Information Research ◽  
Meaningful Context ◽  
Methodological Problems

This article reviews previous research on advance organizers, introductory text adjuncts intended to provide the reader of expository text with a meaningful context within which to process unfamiliar, or difficult, new information. Research conducted during the past thirty years well documents the fact that advance organizers do, indeed, inspire significant increases in comprehension among readers whose prior knowledge “subsumers” are inadequate to provide a necessary assimilative context. One issue on which theorists yet disagree, however, is the efficacy of advance organizers in facilitating the acquisition of subordinate text detail, or facts. Definitional inconsistencies and methodological deficiencies in previous research have clouded this issue. Subsequently in this journal, Part II of this article will present the results of two empirical studies that resolve these methodological problems and specifically address the question of the effects of advance organizers on the acquisition of text detail.

scholarly journals Penguasaan Konsep Usaha Dan Energi Peserta Didik Kelas X Dengan Model Pembelajaran Ekspositori Berbantuan Organizers

2018 ◽  
Vol 4 (2) ◽  
pp. 192
Author(s):  
Dwi Gita Oktaviani ◽  
Ahmad Harjono ◽  
I Wayan Gunada
Keyword(s):  
Sampling Technique ◽  
Learning Model ◽  
Advance Organizer ◽  
Control Group ◽  
Control Group Design ◽  
Post Test ◽  
Quasi Experimental ◽  
Equivalent Control ◽  
New Material ◽  
The Difference

Lesson material presented in the form of data or facts and specific concepts on expository learning model helps learners to connect new material with material that precedes it, so organizers help is provided to instill meaningful learning. This study aims to determine the difference of influence of the implementation of learning model of assisted advance organizer and post organizer expository. The population in this study is all students of class X MIA SMA Negeri 3 Mataram academic year 2017/2018. Sampling is done by purposive sampling technique, and quasi experimental research uses non-equivalent control group design with pre-test-and post-test. The results obtained from the classroom given the treatment of expository learning model assisted by advance organizer and post organizer have the same tendency improvement. In both classes there is a relatively similar increase in the mastery of the previous concept, but the difference between the two is not much different. Therefore, there is no difference of influence between expository model of assisted advance organizer and post organizer to the mastery of work and energy concepts of learners.

Applying a Teaching Strategy to Create a Collaborative Educational Mode

2011 ◽  
pp. 193-199
Author(s):  
Nidia J. Moncallo ◽  
Pilar Herrero ◽  
Luis Joyanes
Keyword(s):  
Learning Strategies ◽  
Teaching And Learning ◽  
Electronic Mail ◽  
Teaching Strategy ◽  
Collaborative Teaching ◽  
Virtual Communication ◽  
Teaching Aids ◽  
Technical Advances ◽  
New Material ◽  
Internet In Education

The evolution of ICT and the influence over educational areas has been very significant in recent years, changing conception of learning environments, communications and interactions forms, and educational material. Researchers, like Buzon and Barragán (2004), have expressed the need to create new learning (online)-environments that allow teaching and learning without the time and space restrictions of residential courses, and ensures continual (virtual) communication between students and professors, or the need to find new material courses, learning strategies that allow the efficient use of new systems and educational resources emerged from technical advances (Wai-Chung and Li, 2007; Weert, 2006). On the other hand, among the conclusions reached at the Second Virtual Congress, “Education through Internet and Internet in Education” (2004), was the need for all technological research to take into account the pedagogical, economic, and social aspects, so that a coherent integration between technology and education can be achieved. Nevertheless, it is still difficult to incorporate the use of tools like chat, electronic mail, text editors, and forums, in other activities that involve no more than the simple exchange of information; this limits their potential and benefits. According to Friendals and Pauls (2005), the majority of Professors still depend on well-established, primitive teaching aids, like, for example, chalk and board. Their analysis revealed that the need for teaching aids in classrooms, which include educational integrative mini-applications, should be one of teaching’s main priorities. Based on these criteria, that is, the need to effectively incorporate ICTs to make changes in the educational field, this research has focused in submitting a proposal of a collaborative teaching strategy, empirical education collaborative teaching strategy, shortening EE-Col, like first link to develop later on, a collaborative educational model. EE–CoL’s validation will enable to lay down the basis for the design of an exclusive model in distributed environments where the generated learning elements are interoperable and reusable, using shared and coordinated resources.

A Meta-analysis of the Effects of Advance Organizers on Learning and Retention

1980 ◽  
Vol 17 (2) ◽  
pp. 211-218 ◽  
Author(s):  
John Luiten ◽  
Wilbur Ames ◽  
Gary Ackerson
Keyword(s):  
Grade Level ◽  
Meta Analysis ◽  
Presentation Mode ◽  
Subject Area ◽  
Advance Organizers ◽  
Advance Organizer ◽  
Ability Level ◽  
Facilitative Effect ◽  
Unpublished Studies

Published and unpublished studies (N = 135) of the facilitative effect of advance organizers on learning and retention were examined. Possible influencing variables such as grade level, subject area studied, organizer presentation mode, and subject ability level were also examined in relation to advance organizer effect. Advance organizers were shown to have a facilitative effect on both learning and retention.

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