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Effects of Concreteness and Contiguity on Learning from Computer-based Periodic Table
PROCEEDINGS

, , Texas Tech University, United States

Society for Information Technology & Teacher Education International Conference, in Orlando, Florida, USA ISBN 978-1-880094-58-7 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

This study will focus on the effects of contiguity and concreteness of chemical element names on learning the chemical Periodic Table in a computer-based environment. Participants will be randomly assigned to three versions of a computerized periodic table demonstrating differing levels of contiguity (spatiotemporal vs. temporal vs. non-contiguous). The effects of concreteness of element names will be examined within-subjects (concrete vs. non-familiar words). Results obtained from this study will help in adding to the literature on how contiguity and concreteness can help students learn and comprehend the periodic table in a better way.

Citation

Srinivasan, S. & Crooks, S. (2006). Effects of Concreteness and Contiguity on Learning from Computer-based Periodic Table. In C. Crawford, R. Carlsen, K. McFerrin, J. Price, R. Weber & D. Willis (Eds.), Proceedings of SITE 2006--Society for Information Technology & Teacher Education International Conference (pp. 1800-1805). Orlando, Florida, USA: Association for the Advancement of Computing in Education (AACE). Retrieved May 26, 2019 from .

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