000			01731cam a2200241 4500500
005			20250112032640.0
041			_afre
042			_adc
100	1	0	_aTanguy, Franck _eauthor
700	1	0	_a Foulin, Jean-Noël _eauthor
700	1	0	_a Tricot, André _eauthor
245	0	0	_aThe effect of instructional guidance on learning the categorization of living/non-living species
260			_c2013.
500			_a13
520			_aThis study deals with the effect of two forms of guidance in the learning of a primary form of categorization: the difference between living and non-living beings. The participants were sixth-grade junior high school students, split into two equal groups assigned to one of two forms of guidance during initial learning. In the No Guidance group, participants categorized the species into living/non-living categories by themselves. In the Guidance group, participants saw the categorization performed by a computer. The initial learning phase was followed by a post-test, a conceptualization phase, and a generalization phase. The entire experiment was computer-driven. After each item, the cognitive load level was measured by the participants on a 9-level scale. For each phase, ANOVAs of the answers and the cognitive load values were conducted. Results show that No Guidance was more effective than Guidance, and that non-living items were more difficult to categorize than living ones.
690			_aCognitive load
690			_aPrimary and Secondary Knowledge
690			_aLearning
690			_aGuidance
690			_aFolk Knowledge
786	0		_nEnfance | o 2 | 2 | 2013-06-01 | p. 159-179 | 0013-7545
856	4	1	_uhttps://shs.cairn.info/journal-enfance2-2013-2-page-159?lang=en
999			_c160607 _d160607