Technological and instructional developments for learning and teaching complex declarative contents: Advances in itextbook and online teaching

The results of the last PISA report (OECD, 2015) indicate that the educational level of our country is clearly improvable if we compare it with the results obtained by other countries. This situation could be improved if students applied better learning techniques and if teachers used more effective instructional procedures. This Project, framed in the challenge "Changes and social innovations", aims at advancing on the knowledge of learning techniques and effective teaching methods of complex declarative learning that can be implemented in instructional technological developments. The proposal has two specific objectives. The first one compares the effectiveness of answering questions with an available text, the most usual learning task students do, with two techniques whose effectiveness is supported by various studies, self-evaluation of learning and generating self-explanations during reading an expository text. In the second objective, we compare the effectiveness of various feedback procedures and three teaching procedures to favor conceptual change. As we have done in previous projects, we will analyze both the final product of learning and the learning process of students thanks to the computerized research tools developed by the research group.

Description

The results of the last PISA report (OECD, 2015) indicate that the educational level of our country is clearly improvable if we compare it with the results obtained by other countries. This situation could be improved if students applied better learning techniques and if teachers used more effective instructional procedures. This Project, framed in the challenge "Changes and social innovations", aims at advancing on the knowledge of learning techniques and effective teaching methods of complex declarative learning that can be implemented in instructional technological developments.

The proposal has two specific objectives. The first one compares the effectiveness of answering questions with an available text, the most usual learning task students do, with two techniques whose effectiveness is supported by various studies, self-evaluation of learning and generating self-explanations during reading an expository text. In the second objective, we compare the effectiveness of various feedback procedures and three teaching procedures to favor conceptual change.

As we have done in previous projects, we will analyze both the final product of learning and the learning process of students thanks to the computerized research tools developed by the research group.

Non-UV principal researchers

Eduardo Vidal-Abarca (UV) & Tomás Martínez (UV)

Non-UV participating researchers

Raquel Cerdán (UV)

Antonio Ferrer (UV)

Vicenta Ávila (UV)

Ramiro Gilabert (UV)

Laura Gil (UV)

Amelia Mañá (UV)

Ignacio Mañez (UV)

Arantxa García (UV)

Alba Rubio (UV)

Pilar Sellés (UV)

Start date

2018 January

End date

2020 December

Funding agencies:

Ministerio de Economía, Industria y Competitividad