Teaching Genetics with Multimedia Results in Better Acquisition of Knowledge and Improvement in Comprehension

Autor/inn/en	Starbek, P.; Erjavec, M. Starcic; Peklaj, C.
Titel	Teaching Genetics with Multimedia Results in Better Acquisition of Knowledge and Improvement in Comprehension
Quelle	In: Journal of Computer Assisted Learning, 26 (2010) 3, S.214-224 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0266-4909
DOI	10.1111/j.1365-2729.2009.00344.x
Schlagwörter	Comprehension; Quasiexperimental Design; Prior Learning; Genetics; Instructional Effectiveness; Science Instruction; Science Achievement; Retention (Psychology); High School Students; Lecture Method; Reading Materials; Illustrations; Comparative Analysis; Pretests Posttests; Educational Technology; Computer Assisted Instruction; Multimedia Materials; Animation + Suchen Sie Ihr Suchwort? Verstehen; Verständnis; Vorkenntnisse; Humangenetik; Unterrichtserfolg; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Merkfähigkeit; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Bildliche Darstellung; Unterrichtsmedien; Computer based training; Computerunterstützter Unterricht
Abstract	The main goal of this study was to explore whether the use of multimedia in genetics instruction contributes more to students' knowledge and comprehension than other instructional modes. We were also concerned with the influence of different instructional modes on the retention of knowledge and comprehension. In a quasi-experimental design, four comparable groups of 3rd and 4th grade high school students were taught the process of protein synthesis: group 1 was taught in the traditional lecture format (n = 112 students), group 2 only by reading text (n = 124 students), group 3 through multimedia that integrated two short computer animations (n = 115 students) and group 4 by text supplemented with illustrations (n = 117 students). All students received one pre-test in order to estimate their prior knowledge, and two post-tests in order to assess knowledge and comprehension immediately after learning and again after 5 weeks. Results showed that students comprising groups 3 and 4 acquired better knowledge and improved comprehension skills than the other two groups. Similar results were observed for retention of acquired knowledge and improved comprehension. These findings lead to the conclusion that better learning outcomes can be obtained by the use of animations or at least illustrations when learning genetics. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10