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COGNITIVE LEARNING FROM COMPUTER-BASED INFORMATION SYSTEMS BY INCORPORATING KNOWLEDGE CONSTRUCTION INTERVENTIONS

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Date Issued:
2007
Abstract/Description:
The aim of the present study was to develop and empirically evaluate different categories of instructional activities, which stimulate the generation and construction of knowledge on the part of an individual student. These generative activities are primed by prompts or scaffolds, which can easily be inserted into specific curriculum addressing any domain of knowledge. To assess the manner in which the knowledge construction interventions influence the learning outcomes from computerized information systems, we have developed an online computer-based information system that describes the functions and mechanisms associated with the bus system of the US army Abrams M1A2 tank. Seven versions of this interactive instructional computer system were developed for this research; the type of prompt was manipulated among the seven experimental conditions. The seven experimental conditions were control, sentence completion, sentence generation, system provided questions, self-generated questions and answers, system provided advanced organizers, and generated advanced organizers. The results from this study provided strong evidence that the integration of knowledge construction interventions within the curriculum material have improved understanding of the curriculum content and reasoning about such content over and above the mere presentation and study of the curriculum. The research also delineated a practical way on how to incorporate and operationally integrate the knowledge construction interventions within computer-based information systems.
Title: COGNITIVE LEARNING FROM COMPUTER-BASED INFORMATION SYSTEMS BY INCORPORATING KNOWLEDGE CONSTRUCTION INTERVENTIONS.
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Name(s): Wazzan, Wajdi, Author
Williams, Kent, Committee Chair
University of Central Florida, Degree Grantor
Type of Resource: text
Date Issued: 2007
Publisher: University of Central Florida
Language(s): English
Abstract/Description: The aim of the present study was to develop and empirically evaluate different categories of instructional activities, which stimulate the generation and construction of knowledge on the part of an individual student. These generative activities are primed by prompts or scaffolds, which can easily be inserted into specific curriculum addressing any domain of knowledge. To assess the manner in which the knowledge construction interventions influence the learning outcomes from computerized information systems, we have developed an online computer-based information system that describes the functions and mechanisms associated with the bus system of the US army Abrams M1A2 tank. Seven versions of this interactive instructional computer system were developed for this research; the type of prompt was manipulated among the seven experimental conditions. The seven experimental conditions were control, sentence completion, sentence generation, system provided questions, self-generated questions and answers, system provided advanced organizers, and generated advanced organizers. The results from this study provided strong evidence that the integration of knowledge construction interventions within the curriculum material have improved understanding of the curriculum content and reasoning about such content over and above the mere presentation and study of the curriculum. The research also delineated a practical way on how to incorporate and operationally integrate the knowledge construction interventions within computer-based information systems.
Identifier: CFE0001696 (IID), ucf:47202 (fedora)
Note(s): 2007-05-01
Ph.D.
Engineering and Computer Science, Department of Industrial Engineering and Management Systems
Doctorate
This record was generated from author submitted information.
Subject(s): knowledge construction interventions
information systems
Persistent Link to This Record: http://purl.flvc.org/ucf/fd/CFE0001696
Restrictions on Access: campus 2008-05-01
Host Institution: UCF

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