Effects of analogical vs. schematic illustrations on initial learning and retention of technical material by eighth-grade students

Problem and research questions. This experiment was conducted to study the effectiveness of analogical and schematic illustrations for teaching technical information. As reflected by the following research questions, illustration effectiveness addressed two types of knowledge (i.e., relational knowledge and knowledge of attributes). (1) Is there any difference in the effectiveness of using schematic and analogical illustrations to support expository prose for initial learning and retention of object attributes? (2) Is there any difference in the effectiveness of using schematic and analogical illustrations to support expository prose for initial learning and retention of relational predicates? (3) Are students' feelings toward learning affected by the use of schematic and analogical illustrations which supplement expository prose?

Name thesis:degree_name

Ph.D.

Level thesis:degree_level

Dissertation

Discipline thesis:degree_discipline

Education

Grantor

University of Illinois at Urbana-Champaign

Year dc:date

2011

Author dc:creator

• McAlister, Brian Keith

Contributors dc:contributor

• Johnson, Scott D.

• Education, Industrial
• Education, Reading
• Education, Technology of

Statement dc:rights

• Copyright 1992 McAlister, Brian Keith

Language dc:language

eng

Identifier

AAI9236536
(UMI)AAI9236536

OAI identifier oai:identifier

oai:www.ideals.illinois.edu:2142/21101