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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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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
FullText Text:
  Availability: 0
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  – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=ED104672
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  Label: Title
  Group: Ti
  Data: The Effects of Utilizing Three Types of Advance Organizers for Learning a Biological Concept in Seventh Grade Science.
– Name: Author
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  Data: <searchLink fieldCode="AR" term="%22Lucas%2C+Stephen+B%2E%22">Lucas, Stephen B.</searchLink><br /><searchLink fieldCode="AR" term="%22Fowler%2C+H%2E+Seymour%22">Fowler, H. Seymour</searchLink>
– Name: PeerReviewed
  Label: Peer Reviewed
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  Data: N
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 13
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 1975
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Speeches/Meeting Papers
– Name: Subject
  Label: Descriptors
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  Data: <searchLink fieldCode="DE" term="%22Academic+Achievement%22">Academic Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Advance+Organizers%22">Advance Organizers</searchLink><br /><searchLink fieldCode="DE" term="%22Biology%22">Biology</searchLink><br /><searchLink fieldCode="DE" term="%22Concept+Formation%22">Concept Formation</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Research%22">Educational Research</searchLink><br /><searchLink fieldCode="DE" term="%22Instruction%22">Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Science+Education%22">Science Education</searchLink><br /><searchLink fieldCode="DE" term="%22Secondary+Education%22">Secondary Education</searchLink><br /><searchLink fieldCode="DE" term="%22Secondary+School+Science%22">Secondary School Science</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink>
– Name: Abstract
  Label: Abstract
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  Data: 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)
– Name: Note
  Label: Notes
  Group: Note
  Data: Paper presented at the annual meeting of the National Association for Research in Science Teaching (48th, Los Angeles, California, March 1975); Best Copy Available
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  Data: ED104672
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      Pagination:
        PageCount: 13
    Subjects:
      – SubjectFull: Academic Achievement
        Type: general
      – SubjectFull: Advance Organizers
        Type: general
      – SubjectFull: Biology
        Type: general
      – SubjectFull: Concept Formation
        Type: general
      – SubjectFull: Educational Research
        Type: general
      – SubjectFull: Instruction
        Type: general
      – SubjectFull: Science Education
        Type: general
      – SubjectFull: Secondary Education
        Type: general
      – SubjectFull: Secondary School Science
        Type: general
      – SubjectFull: Teaching Methods
        Type: general
    Titles:
      – TitleFull: The Effects of Utilizing Three Types of Advance Organizers for Learning a Biological Concept in Seventh Grade Science.
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          Name:
            NameFull: Lucas, Stephen B.
      – PersonEntity:
          Name:
            NameFull: Fowler, H. Seymour
    IsPartOfRelationships:
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          Dates:
            – D: 01
              M: 03
              Type: published
              Y: 1975
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