Information presentation and troubleshooting in electrical circuits

Liesbeth Kester*, Paul A. Kirschner, Jeroen J.G. van Merriënboer

*Corresponding author for this work

Research output: Contribution to journalArticleAcademicpeer-review

Abstract

While learning a complex skill in science using a computer-based simulation, optimal timing of information presentation facilitates learning and enhances test performance. An optimal information presentation format is proposed: supportive information is presented before practising a skill, and procedural information is presented during practice. Four information presentation formats were compared in a factorial design with the factors timing of supportive information (before or during task practice) and timing of procedural information (before or during task practice). Eighty-eight third-year high school students (37 male, 51 female; mean age = 14 years, standard deviation = 0.52) participated in the experiment. Information searching behaviour and transfer test performance were studied. The information searching behaviour confirms the hypothesis. Findings on the transfer test are less clear due to a bottom effect.

Original languageEnglish
Pages (from-to)239-256
Number of pages18
JournalInternational Journal of Science Education
Volume26
Issue number2
DOIs
Publication statusPublished - 6 Feb 2004
Externally publishedYes

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