Differential Effects of a Multimedia Goal-based Scenario To Teach Introductory Biochemistry--Who Benefits Most?
ARTICLE
Regina Schoenfeld-Tacher, Loretta L. Jones, Kay A. Persichitte
Journal of Science Education and Technology Volume 10, Number 4, ISSN 1059-0145
Abstract
Investigates the relationship of cognitive and demographic variables to learning outcomes from a multimedia Goal-Based Scenario (GBS) lesson on DNA. Focuses on gender, ethnicity, prior science coursework in college and high school, final score in current chemistry course as demographic variables and logical thinking ability, spatial ability, and disembedding ability as cognitive variables. (Contains 30 references.) (Author/YDS)
Citation
Schoenfeld-Tacher, R., Jones, L.L. & Persichitte, K.A. (2001). Differential Effects of a Multimedia Goal-based Scenario To Teach Introductory Biochemistry--Who Benefits Most?. Journal of Science Education and Technology, 10(4), 305. Retrieved August 10, 2024 from https://www.learntechlib.org/p/58966/.
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Cited By
View References & Citations Map-
Digital Microscopes: Enhancing Collaboration and Engagement in Science Classrooms with Information Technologies
Jeremy Dickerson, East Carolina University, United States; Dennis Kubasko, University of North Carolina at Wilmington, United States
Contemporary Issues in Technology and Teacher Education Vol. 7, No. 4 (December 2007) pp. 279–292
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