期刊名称：Electronic Journal of Literacy through Science
电子版ISSN：1934-6670
出版年度：2002
卷号：2
出版社：University of California, Davis
摘要：One hundred fifty three fifth grade students found to have misconceptions about seasonal change were randomly assigned to either a video-print or print-video group. In Study One, each group read or viewed content about seasonal change and a free recall, multiple choice and application task were administered within the week following the treatment. Two weeks later, Study Two replicated the procedures with the groups receiving content in the alternate media. There were no significant differences found between media after each study. Exposure to both media favored the video-print order. Low and high ability readers performed significantly better on the free recall task after the print treatment with no significant difference between media among average ability readers. These results support previous research documenting the resistant of misconceptions to change. Differences inherent in the two media, differences specific to the text passage and video used in this study and variation in processing of the two media are possible explanations for the overall lack of significance found in the results. Implications for instruction include acknowledgement of the intricacies of constructing science concepts, the design of assessment measures, and the timing of assessing learning.
