Journal of Science Education and Technology

, Volume 10, Issue 4, pp 283–285

Learning Difficult Content Using the Web: Strategies Make a Difference

Authors

  • David W. Brooks
    • Center for Curriculum and InstructionUniversity of Nebraska – Lincoln
  • Kent J. Crippen
    • Department of Curriculum and InstructionUniversity of Nevada Las Vegas
Article

DOI: 10.1023/A:1012213700431

Cite this article as:
Brooks, D.W. & Crippen, K.J. Journal of Science Education and Technology (2001) 10: 283. doi:10.1023/A:1012213700431
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Abstract

A web site was organized around a theme of testing knowledge of descriptive chemistry. Detailed studies of nearly 14,000 Web transactions showed that, by providing representative test items followed with immediate feedback, student learning in descriptive chemistry increased. Nearly half of the students using the site were found to engage in an unanticipated study strategy of dealing with test items one at a time rather than in traditionally derived groups of eight. The ability of these students to respond to new items increased at a rate twice that of other students not engaging this strategy.

Web-teachinglearningtestingdescriptive chemistry
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Copyright information

© Plenum Publishing Corporation 2001