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Differences between successful and less successful students while working with the CONTACT-2 strategy
ARTICLE

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Learning and Instruction Volume 11, Number 4, ISSN 0959-4752 Publisher: Elsevier Ltd

Abstract

The CONTACT-2 strategy is characterised by CONTinuous, computer-assisted ACTivation of the conceptions of individual learners while they are processing expository texts. A previous study showed that the CONTACT-2 strategy was effective as an instructional strategy aimed at supporting processes of prior-knowledge activation and conceptual change. The present study was designed to explore the (quantitative and qualitative) differences in learning activities between students who were successful and less successful while working with the CONTACT-2 strategy. Subjects were 10 fifth- and sixth-graders (primary education). The way in which the second CONTACT-2 step on “comparing and contrasting their preconceptions with the new information” was being performed by the students appeared to be crucial for the effectiveness of the CONTACT-2 strategy as a whole. Recommendations for future research and educational practice are formulated.

Citation

Biemans, H.J.A., Deel, O.R. & Simons, P.R.J. (2001). Differences between successful and less successful students while working with the CONTACT-2 strategy. Learning and Instruction, 11(4), 265-282. Elsevier Ltd. Retrieved May 26, 2019 from .

This record was imported from Learning and Instruction on January 29, 2019. Learning and Instruction is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/S0959-4752(00)00033-5

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