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The Effects of Utilizing Three Types of Advance Organizers for Learning a Biological Concept in Seventh Grade Science.

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Bibliographic Details
Title: The Effects of Utilizing Three Types of Advance Organizers for Learning a Biological Concept in Seventh Grade Science.
Authors: Lucas, Stephen B., Fowler, H. Seymour
Peer Reviewed: N
Page Count: 13
Publication Date: 1975
Document Type: Speeches/Meeting Papers
Descriptors: Academic Achievement, Advance Organizers, Biology, Concept Formation, Educational Research, Instruction, Science Education, Secondary Education, Secondary School Science, Teaching Methods
Abstract: This study concerns determining whether three types of advance organizers (visual, audio, or written) had any effect upon learning a biological concept as measured by a constructed achievement test and whether advance organizers are more effective across learner variables of I.Q., abstract reasoning and sex. One hundred twenty randomly selected seventh-grade students were stratified on the basis of I.Q. scores and assigned to one of four treatment groups which included an audio advance organizer group, a visual organizer group, a written organizer group and a control. The constructed testing instrument was a 30-item multiple choice test and ANOVA was used to analyze the results. The results indicated that the use of advance organizers did not significantly affect the learning of the biological concept and that no interactive effects of I.Q., abstract reasoning or sex differences had any effect upon treatment. Subjective data obtained in interviews indicated that advance organizers presumably facilitate the learning of the biological concepts. (Author/BR)
Notes: Paper presented at the annual meeting of the National Association for Research in Science Teaching (48th, Los Angeles, California, March 1975); Best Copy Available
Journal Code: RIEAUG1975
Entry Date: 1975
Accession Number: ED104672
Database: ERIC
Description
Abstract:This study concerns determining whether three types of advance organizers (visual, audio, or written) had any effect upon learning a biological concept as measured by a constructed achievement test and whether advance organizers are more effective across learner variables of I.Q., abstract reasoning and sex. One hundred twenty randomly selected seventh-grade students were stratified on the basis of I.Q. scores and assigned to one of four treatment groups which included an audio advance organizer group, a visual organizer group, a written organizer group and a control. The constructed testing instrument was a 30-item multiple choice test and ANOVA was used to analyze the results. The results indicated that the use of advance organizers did not significantly affect the learning of the biological concept and that no interactive effects of I.Q., abstract reasoning or sex differences had any effect upon treatment. Subjective data obtained in interviews indicated that advance organizers presumably facilitate the learning of the biological concepts. (Author/BR)