View in EDS

Which Way To Jump: Conventional Frog Dissection, CD-Tutorial, or Microworld?

Saved in:
Bibliographic Details
Title: Which Way To Jump: Conventional Frog Dissection, CD-Tutorial, or Microworld?
Language: English
Authors: Marszalek, Christine S., Lockard, James
Peer Reviewed: N
Page Count: 16
Publication Date: 1999
Document Type: Reports - Research
Speeches/Meeting Papers
Descriptors: Anatomy, Anxiety, Biology, Cognitive Style, Comparative Analysis, Computer Assisted Instruction, Conventional Instruction, Dissection, Grade 7, Instructional Effectiveness, Interaction, Intermode Differences, Junior High Schools, Microworlds, Pretests Posttests, Retention (Psychology), Science Instruction, Sex Differences
Abstract: This study investigated and compared the level of initial and long-term retention of frog internal anatomy among students using an interactive CD tutorial, a desktop microworld, and conventional frog dissection. Students' anxiety toward science was also compared across the three treatment groups and between genders. Additional data on students' preferred learning style were used to explore possible interaction effects with their respective instructional activity. Subjects (n=280) were seventh-grade students in one junior high school. Classes were randomly assigned to the three modes of instruction. Data collection and testing occurred prior to treatment, one day after treatment, and three months after treatment. Data analysis showed mixed results for all measures taken. Differences in achievement favoring the conventional treatment from pretest to both posttests leveled out somewhat over time. Although anxiety levels declined for both genders after treatment, females reported significantly higher science anxiety than males both before and after treatment. There appeared to be a relationship between treatment and gender in terms of effect on science anxiety. No significant difference in achievement by learning style was observed. However, the interaction between learning style and treatment was significant in some cases. In looking at achievement defined as gain scores among the three achievement measures, some cases within the microworld treatment proved to be significant. (Contains 40 references.) (MES)
Entry Date: 2000
Accession Number: ED436157
Database: ERIC
FullText Text:
  Availability: 0
CustomLinks:
  – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=ED436157
    Name: ERIC Full Text
    Category: fullText
    Text: Full Text from ERIC
Header DbId: eric
DbLabel: ERIC
An: ED436157
AccessLevel: 3
PubType: Report
PubTypeId: report
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Which Way To Jump: Conventional Frog Dissection, CD-Tutorial, or Microworld?
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Marszalek%2C+Christine+S%2E%22">Marszalek, Christine S.</searchLink><br /><searchLink fieldCode="AR" term="%22Lockard%2C+James%22">Lockard, James</searchLink>
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: N
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 16
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 1999
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Reports - Research<br />Speeches/Meeting Papers
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Anatomy%22">Anatomy</searchLink><br /><searchLink fieldCode="DE" term="%22Anxiety%22">Anxiety</searchLink><br /><searchLink fieldCode="DE" term="%22Biology%22">Biology</searchLink><br /><searchLink fieldCode="DE" term="%22Cognitive+Style%22">Cognitive Style</searchLink><br /><searchLink fieldCode="DE" term="%22Comparative+Analysis%22">Comparative Analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Computer+Assisted+Instruction%22">Computer Assisted Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Conventional+Instruction%22">Conventional Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Dissection%22">Dissection</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+7%22">Grade 7</searchLink><br /><searchLink fieldCode="DE" term="%22Instructional+Effectiveness%22">Instructional Effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22Interaction%22">Interaction</searchLink><br /><searchLink fieldCode="DE" term="%22Intermode+Differences%22">Intermode Differences</searchLink><br /><searchLink fieldCode="DE" term="%22Junior+High+Schools%22">Junior High Schools</searchLink><br /><searchLink fieldCode="DE" term="%22Microworlds%22">Microworlds</searchLink><br /><searchLink fieldCode="DE" term="%22Pretests+Posttests%22">Pretests Posttests</searchLink><br /><searchLink fieldCode="DE" term="%22Retention+%28Psychology%29%22">Retention (Psychology)</searchLink><br /><searchLink fieldCode="DE" term="%22Science+Instruction%22">Science Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Sex+Differences%22">Sex Differences</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: This study investigated and compared the level of initial and long-term retention of frog internal anatomy among students using an interactive CD tutorial, a desktop microworld, and conventional frog dissection. Students' anxiety toward science was also compared across the three treatment groups and between genders. Additional data on students' preferred learning style were used to explore possible interaction effects with their respective instructional activity. Subjects (n=280) were seventh-grade students in one junior high school. Classes were randomly assigned to the three modes of instruction. Data collection and testing occurred prior to treatment, one day after treatment, and three months after treatment. Data analysis showed mixed results for all measures taken. Differences in achievement favoring the conventional treatment from pretest to both posttests leveled out somewhat over time. Although anxiety levels declined for both genders after treatment, females reported significantly higher science anxiety than males both before and after treatment. There appeared to be a relationship between treatment and gender in terms of effect on science anxiety. No significant difference in achievement by learning style was observed. However, the interaction between learning style and treatment was significant in some cases. In looking at achievement defined as gain scores among the three achievement measures, some cases within the microworld treatment proved to be significant. (Contains 40 references.) (MES)
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2000
– Name: AN
  Label: Accession Number
  Group: ID
  Data: ED436157
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=ED436157
RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 16
    Subjects:
      – SubjectFull: Anatomy
        Type: general
      – SubjectFull: Anxiety
        Type: general
      – SubjectFull: Biology
        Type: general
      – SubjectFull: Cognitive Style
        Type: general
      – SubjectFull: Comparative Analysis
        Type: general
      – SubjectFull: Computer Assisted Instruction
        Type: general
      – SubjectFull: Conventional Instruction
        Type: general
      – SubjectFull: Dissection
        Type: general
      – SubjectFull: Grade 7
        Type: general
      – SubjectFull: Instructional Effectiveness
        Type: general
      – SubjectFull: Interaction
        Type: general
      – SubjectFull: Intermode Differences
        Type: general
      – SubjectFull: Junior High Schools
        Type: general
      – SubjectFull: Microworlds
        Type: general
      – SubjectFull: Pretests Posttests
        Type: general
      – SubjectFull: Retention (Psychology)
        Type: general
      – SubjectFull: Science Instruction
        Type: general
      – SubjectFull: Sex Differences
        Type: general
    Titles:
      – TitleFull: Which Way To Jump: Conventional Frog Dissection, CD-Tutorial, or Microworld?
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Marszalek, Christine S.
      – PersonEntity:
          Name:
            NameFull: Lockard, James
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 02
              Type: published
              Y: 1999
ResultId 1