Mnemonic Text-Processing Strategies: A Teaching Science for Science Teaching.

摘要: This article reports on the development and evaluation of a two‐component mnemonic strategy for teaching botany concepts. One component, pictorial “mnemonomy”, was targeted at learning hierarchically organized plant‐classification system; second based “keyword” method, specific defining characteristics various plant groups. It hypothesized that this dual approach would be more useful than usual figural‐taxonomy in allowing college students to acquire both higher‐order structural lower‐order detail information‐‐the “forest” andthe “trees”, as it were. The research results strongly support hypothesis. Especially important conclusion finding relative traditional instruction, instruction facilitated: (1) acquisition classification characteristic information; (2) inferential thinking transfer (problem‐solving) task required novel manipulatio...