The effects of a combination of text structure awareness and graphic postorganizers on recall and retention of science knowledge

Abstract

Abstract The purpose of this study was to determine the effectiveness of a self‐regulated strategy on immediate recall and retention of science knowledge in community‐college anatomy and physiology students who participated in a 14‐hour (8 weeks) study skills class. The class emphasized the recognition of five common science textbook text structures (cause and effect, classification, enumeration, generalization, and sequence) and the construction of graphic postorganizers of the text structures. A pretest, two immediate posttests, and a retention posttest were used to measure recall and retention. Results indicated that on immediate posttests students who actively constructed graphic postorganizers of the test structure recalled significantly more content than did the control students who simply underlined, reread, or highlighted. On a 3‐week retention posttest, those students in the study skills class retained significantly more of the material studied than did the control group of students.

Cite this work

No public copy is stored for this record, so only the metadata is cited.

Stored only when both papers are in the corpus — 43 citations exist upstream.

Papers that cite the same references — the relational fallback while embeddings are still backfilling.