Dissertation Information for Marie Kathleen IdingNAME:
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SCHOOL: ADVISORS: COMMITTEE MEMBERS: MPACT Status: Incomplete - Not_Inspected Title: Schema training for learning from illustrated science text Abstract: An experiment assessed the efficacy of schema training for learning from college level physiology text. An instructional group was trained in diagram types and text-illustration relations via an instructional booklet. The booklet presented four diagram types typically found in science textbooks (i.e. identification diagrams, comparison diagrams, sequence diagrams, and combination diagrams) and two types of text-illustration relations (i.e. repeat and elaborate). A control group read an unrelated ecology passage. The next day, both groups read and studied a passage on the anatomy of the human ear and the physiology of hearing. Performance was assessed via a multiple-choice test incorporating items based on the text only and items based on the text in conjunction with the diagrams, a diagram labelling test and an application (i.e. problem solving) test. In conjunction with predictions based on Kintsch's situation model (Kintsch, 1983; Perrig & Kintsch, 1985) and prior research on learning from text with illustrations (Levie & Lentz, 1982), the instructional group was expected to develop more complete situation models of the human ear than the control group. It was predicted that the instructional group would do better at text-and-diagram multiple choice test items, diagram labelling and application performance. The control group was expected to focus more on the verbal material in the text passage and less on the diagrammatic information; therefore, the control group was expected to do better at text-only multiple-choice test performance. Contrary to expectation, no differences emerged between the two groups on performance on any of the dependent measures. An unexpected difference did emerge in performance on the two item types, with both groups performing better at text-and-diagram multiple-choice items than on text-only multiple choice items. Number of science classes completed was a predictor of text-and-diagram and text-only test multiple-choice test performance, and SAT verbal scores predicted text-only multiple-choice test performance. Prior general physiology knowledge was a predictor of diagram labelling performance. This experiment is evaluated in terms of efficacy of instructional techniques, appropriateness of dependent measures and suitability of college-level students for receiving such training. Directions for future research which address these specific issues are proposed. |
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Students under Marie Kathleen Iding
ADVISEES:
- None
COMMITTEESHIPS:
- John F. Morton - University of Hawaii (1997)
- Sungwon Cho - University of Hawaii (2001)
- Sonja Wiley-Patton - University of Hawaii (2002)
- Rita Michele Vick - University of Hawaii (2003)