Abstract

In line with the cognitive theory of multimedia learning by Moreno and Mayer (2007), an interactive, multimodal learning environment was designed for the pretraining of science concepts in the joint area of physics, chemistry, biology, applied mathematics, and computer sciences. In the experimental set up, a pretest was embedded in order to increase the effect of the treatment. The pretest consisted of short-answer and multiple-choice questions. The results show a high learning gain, especially after applying a pretest. The learning gain was insignificant if no treatment followed the pretest. The pretest effect did not depend on the question type. Time on task was not a significant variable. (Contains 4 figures, 10 tables and 1 note.)

Citation

Bos, F.A.B.H., Terlouw, C. & Pilot, A. (2009). The Effect of a Pretest in an Interactive, Multimodal Pretraining System for Learning Science Concepts. Educational Research and Evaluation, 15(6), 571-590. Retrieved August 10, 2024 from https://www.learntechlib.org/p/108709/.

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Keywords

• biology
• chemistry
• computer science
• Concept Formation
• EDUCATIONAL ENVIRONMENT
• Effect Size
• Foreign Countries
• Learning Modalities
• mathematics
• Memory
• Multimedia Instruction
• physics
• Pretests Posttests
• PRIOR LEARNING
• Science Instruction
• Scientific Concepts
• Secondary School Science
• Secondary School Students
• teaching methods
• Time on Task