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dc.contributor.author
Tobler, Samuel
dc.contributor.author
Sinha, Tanmay
dc.contributor.author
Köhler, Katja
dc.contributor.author
Hafen, Ernst
dc.contributor.author
Kapur, Manu
dc.contributor.editor
Culberston, Jennifer
dc.contributor.editor
Perfors, A.
dc.contributor.editor
Rabagliati, Hugh
dc.contributor.editor
Ramenzoni, Veronica
dc.date.accessioned
2022-06-28T08:41:31Z
dc.date.available
2022-06-20T08:06:17Z
dc.date.available
2022-06-20T08:35:03Z
dc.date.available
2022-06-28T08:41:31Z
dc.date.issued
2022
dc.identifier.issn
1069-7977
dc.identifier.uri
http://hdl.handle.net/20.500.11850/553260
dc.identifier.doi
10.3929/ethz-b-000553260
dc.description.abstract
Fundamental concepts in biology are often challenging to understand. More strikingly, studies also report incorrect or incomplete understanding of such concepts for undergraduate natural science students even after instruction. Recent research suggests that embedding conceptual information in a narrative could support students’ learning process and facilitate conceptual change. Therefore, we designed learning materials covering complex concepts in biology either in the form of a narrative presenting the to-be-learned concepts in a historical context or as an expository text as control. We then assessed conceptual understanding and potential learning mechanisms. Results indicate that students learned from narrative texts and expository texts to a similar extent. However, if the prior knowledge was higher, the effect on learning was bigger in the narrative group than in the expository group. Moreover, the narrative led to better enjoyment and a higher germane cognitive load than the expository text material.
en_US
dc.format
application/pdf
en_US
dc.language.iso
en
en_US
dc.publisher
Cognitive Science Society
en_US
dc.rights.uri
http://creativecommons.org/licenses/by/4.0/
dc.subject
Narrative
en_US
dc.subject
Conceptual understanding
en_US
dc.subject
Biology
en_US
dc.subject
Higher education
en_US
dc.subject
Prior knowledge
en_US
dc.subject
University
en_US
dc.title
The Impact of Prior Knowledge in Narrative-Based Learning on Understanding Biological Concepts in Higher Education
en_US
dc.type
Conference Paper
dc.rights.license
Creative Commons Attribution 4.0 International
ethz.book.title
Proceedings of the 44th Annual Conference of the Cognitive Science Society
en_US
ethz.journal.title
Proceedings Annual Meeting of the Cognitive Science Society
ethz.journal.volume
44
en_US
ethz.pages.start
2030
en_US
ethz.pages.end
2036
en_US
ethz.version.deposit
publishedVersion
en_US
ethz.event
44th Annual Meeting of the Cognitive Science Society (Cogsci 2022)
en_US
ethz.event.location
Toronto, Canada
en_US
ethz.event.date
July 27-30, 2022
en_US
ethz.publication.place
Seattle, WA
en_US
ethz.publication.status
published
en_US
ethz.leitzahl
ETH Zürich::00002 - ETH Zürich::00012 - Lehre und Forschung::00007 - Departemente::02045 - Dep. Geistes-, Sozial- u. Staatswiss. / Dep. of Humanities, Social and Pol.Sc.::02527 - Institut für Verhaltenswissenschaften / Institute of Behavioral Sciences::09590 - Kapur, Manu / Kapur, Manu
en_US
ethz.leitzahl.certified
ETH Zürich::00002 - ETH Zürich::00012 - Lehre und Forschung::00007 - Departemente::02045 - Dep. Geistes-, Sozial- u. Staatswiss. / Dep. of Humanities, Social and Pol.Sc.::02527 - Institut für Verhaltenswissenschaften / Institute of Behavioral Sciences::09590 - Kapur, Manu / Kapur, Manu
en_US
ethz.identifier.url
https://escholarship.org/uc/item/57h6t74h
ethz.date.deposited
2022-06-20T08:06:22Z
ethz.source
FORM
ethz.eth
yes
en_US
ethz.availability
Open access
en_US
ethz.rosetta.installDate
2022-06-20T08:35:12Z
ethz.rosetta.lastUpdated
2024-02-02T17:32:47Z
ethz.rosetta.versionExported
true
ethz.COinS
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