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|Title: ||Information presentation and troubleshooting in electrical circuits|
|Authors: ||Kester, Liesbeth|
Kirschner, Paul A.
Van Merriënboer, Jeroen
|Keywords: ||Information presentation|
|Issue Date: ||2004|
|Publisher: ||Taylor and Francis|
|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 practicing 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, SD = 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.|
|Description: ||Kester, L., Kirschner, P.A., & Van Merriënboer, J.J.G. (2004). Information presentation and troubleshooting in electrical circuits. International Journal of Science Education, 26, 239-256.|
|Appears in Collections:||1. LC: Publications and Preprints|
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