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The effect of Curriculum Organization on the acquisition of Abstract Declarative Knowledge in Computer Based Instructions.
| Title: | The effect of Curriculum Organization on the acquisition of Abstract Declarative Knowledge in Computer Based Instructions. |
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| Name(s): |
Al-Foraih, Saleh, Author Williams, Kent, Committee Chair Proctor, Michael, Committee Member Rabelo, Luis, Committee Member Ozkaptan, Halim, Committee Member University of Central Florida, Degree Grantor |
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| Type of Resource: | text | |
| Date Issued: | 2013 | |
| Publisher: | University of Central Florida | |
| Language(s): | English | |
| Abstract/Description: | ABSTRACTThe United States of America has dropped behind many countries in terms of theScience and Engineering university degrees awarded since the beginning of the nineties.Multiple studies have been conducted to determine the cause of this decline in degreesawarded, and try to reverse the trend in US education. The goal of these studies was todetermine the proper instructional methods that facilitate the knowledge acquisitionprocess for the student. It has been determined that not one method works for all types ofcurriculum, for example methods that have been found to work effectively in curriculumthat teaches procedures and physical systems often fail in curriculum that teaches abstractand conceptual content. The purpose of this study is to design an instructional methodthat facilitates teaching of abstract knowledge, and to demonstrate its effectivenessthrough empirical research.An experiment including 72 undergraduate students was conducted to determinethe best method of acquiring abstract knowledge. All students were presented with thesame abstract knowledge but presented in different types of organization. Theseorganization types consisted of hierarchy referred as Bottom Up, Top Down, andUnorganized. Another factor that was also introduced is Graphing, which is a method thatis believe to improve the learning process. The experiment was completed in 8 weeks anddata was gathered and analyzed.The results strongly suggest that abstract knowledge acquisition is greatlyimproved when the knowledge is presented in a Bottom Up hierarchical fashion. On theother hand, neither Graphing nor the Top Down or Unorganized conditions affectlearning in these novice students. | |
| Identifier: | CFE0004644 (IID), ucf:49893 (fedora) | |
| Note(s): |
2013-05-01 Ph.D. Engineering and Computer Science, Industrial Engineering and Management Systems Doctoral This record was generated from author submitted information. |
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| Subject(s): | Curriculum Organization -- Abstract Declarative Knowledge -- Computer Based Instructions. | |
| Persistent Link to This Record: | http://purl.flvc.org/ucf/fd/CFE0004644 | |
| Restrictions on Access: | public 2013-05-15 | |
| Host Institution: | UCF |
