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Models for Understanding
Abstract
What can be done to empower students to be creative when they are faced with problems? One promising instructional technique for improving students’ understanding of scientific explanations is the use of conceptual models. This review examines three predictions concerning the effects of conceptual models on students’ understanding of scientific prose: that models improve recall of conceptual information, decrease verbatim retention, and increase creative solutions on transfer problems. In a review of 20 studies involving 31 separate tests, results consistently indicated that models can help lower aptitude learners to think systematically about the scientific material they study.
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Citations
Cited by
Instructional design models for well-structured and III-structured problem-solving learning outcomes
Jonassen, D. H. (1997) · Educational Technology Research and Development · doi:10.1007/bf02299613 · Cited by 1,608
Multimedia learning: Are we asking the right questions?
Mayer, R. E. (1997) · Educational Psychologist · doi:10.1207/s15326985ep3201_1 · Cited by 1,533
Self-citationChinn, C. A., & Brewer, W. F. (1993) · Review of Educational Research · doi:10.3102/00346543063001001 · Cited by 1,393
Mayer, R. E., & Sims, V. K. (1994) · Journal of Educational Psychology · doi:10.1037/0022-0663.86.3.389 · Cited by 1,191
Self-citationWhen is an illustration worth ten thousand words?
Mayer, R. E., & Gallini, J. K. (1990) · Journal of Educational Psychology · doi:10.1037/0022-0663.82.4.715 · Cited by 1,051
Self-citationExpertise Reversal Effect and Its Implications for Learner-Tailored Instruction
Kalyuga, S. (2007) · Educational Psychology Review · doi:10.1007/s10648-007-9054-3 · Cited by 1,056
“Mayer (1989) noted that the prior knowledge structures that a learner brings to the learning situation may trigger a cognitive conflict between this knowledge and presented information.”
BackgroundMayer, R. E., & Anderson, R. B. (1992) · Journal of Educational Psychology · doi:10.1037/0022-0663.84.4.444 · Cited by 1,000
Self-citationAnimations need narrations: an experimental test of a dual-coding hypothesis.
Mayer, R. E., & Anderson, R. B. (1991) · Journal of Educational Psychology · doi:10.1037/0022-0663.83.4.484 · Cited by 883
Self-citationPrior Knowledge Principle in Multimedia Learning
Kalyuga, S. (2005) · The Cambridge Handbook of Multimedia Learning · doi:10.1017/cbo9780511816819.022 · Cited by 166
The impact of age on website usability
Wagner, N., Hassanein, K., & Head, M. (2014) · Computers in Human Behavior · doi:10.1016/j.chb.2014.05.003 · Cited by 109
Ziefle, M., & Bay, S. (2006) · Human-Computer Interaction · doi:10.1207/s15327051hci2104_2 · Cited by 99
Afandizadeh, S., Abdolahi, S., & Mirzahossein, H. (2024) · Journal of Advanced Transportation · doi:10.1155/2024/9981657 · Cited by 64
Mayer, R. E. (1994) · Advances in Psychology · doi:10.1016/s0166-4115(09)60112-6 · Cited by 36
Self-citationvon der Mühlen, S., Richter, T., Schmid, S., & Berthold, K. (2019) · Instructional Science · doi:10.1007/s11251-018-9471-3 · Cited by 34
Performance Outcomes of Test-Driven Development: An Experimental Investigation
Texas A&M University Texarkana, U., Bhadauria, V., Mahapatra, R., University of Texas Arlington, U., Nerur, S., & University of Texas Arlington, U. (2020) · Journal of the Association for Information Systems · doi:10.17705/1jais.00628 · Cited by 9
Metadata
- Authors
- Mayer, R. E.
- Venue
- Review of Educational Research
- Publisher
- SAGE Publications
- Published
- 1989
- Volume
- 59
- Issue
- 1
- Pages
- 43
- ISSN
- 0034-6543 (ISSN-L)
- OpenAlex
- W2124818066
- Cited by
- 671
- References
- 0
- FWCI
- 23.84
- Type
- journal article
- Language
- en
- Open access
- closed
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Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
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