The sequence of conceptual information in instruction and its effect on retention

Share/Save/Bookmark

Ranzijn, Frederik J.A. (1991) The sequence of conceptual information in instruction and its effect on retention. Instructional Science, 20 (5-6). pp. 405-418. ISSN 0020-4277

[img]
Preview
PDF
833Kb
Abstract:Two experiments were carried out to study the effect of the sequencing of the information in an instructional program. In both experiments, two different ordering principles were used. These principles were based on the relation between the to be learned concepts. The ordering of the information could be successive or simultaneous. The relationship between concepts is categorized either successive or coordinate. It was hypothesized that a simultaneous presentation would show better learning results than a successive presentation if between the to-be-learned concepts exists a co-ordinate relationship. A successive presentation would lead to better results in case of a successive relationship. Results suggest that the definition of both types of relationships needs refinement. Further the results show that for coordinate related concepts a simultaneous presentation is preferable.
Item Type:Article
Copyright:© 1991 Springer
Research Group:
Link to this item:http://purl.utwente.nl/publications/61555
Official URL:http://dx.doi.org/10.1007/BF00116356
Export this item as:BibTeX
EndNote
HTML Citation
Reference Manager

 

Repository Staff Only: item control page

Metis ID: 135059