Reconstructive Elaborations
A Model for Content Area Learning
Bibliographic Data
| ID | 8220942 |
|---|---|
| Authors | Thomas E Scruggs (Purdue University, corresponding author), Margo A Mastropieri (Purdue University) |
| Year | 1989 |
| Volume | 26 |
| Issue | 2 |
| Pages | 311-327 |
| Publication date | 1989-01-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | American Educational Research Journal (JOURNAL) |
| Journal identifiers | ISSN: 0002-8312 • E-ISSN: 1935-1011 |
| Publisher | American Educational Research Association (AERA) (PUBLISHER) |
| DOI | 10.3102/00028312026002311 |
| OpenAlex | W2132565283 |
| Language | EN |
| Citations received | 1 |
| References cited | 18 |
Past research has documented the effectiveness of various elaborative techniques, such as the keyword method, in facilitating the initial acquisition and retention of isolated facts. However, little research exists in which different elaborative techniques have been incorporated within a comprehensive model for teaching all relevant information within a specific curricular domain. In the present investigation, a system of reconstructive elaborations was developed to adapt elaborative systems to different levels of concreteness of information as well as different levels of meaningfulness (or familiarity) to the learner. Such elaborations were developed for textbook information on World War I. This information was then taught individually to 30 mildly handicapped adolescents, who had been assigned at random to experimental or control conditions. Students in the experimental condition outperformed students in the control condition by a factor of nearly 2:1 on an immediate production test, and maintained a statistically significant advantage over a 3-4 day delay interval on an identification test. Implications for content area instruction of difficult-to-teach students are provided
Cognitive psychology · Concreteness · Control (management · Identification (biology · Mathematics education · Test (biology · Artificial Intelligence · Computer Science · Educational Assessment and Pedagogy · Educational Strategies and Epistemologies · Psychology · Visual and Cognitive Learning Processes
| Unique citing works | 1 |
|---|---|
| Citations per year | 0,03 |
| Citation span | 1989 - 1989 (1) |
| Citation velocity | historical |
| Highly cited | No |
| Citation types | Neutral: 1 |