You are not currently logged in.
Access JSTOR through your library or other institution:
If You Use a Screen ReaderThis content is available through Read Online (Free) program, which relies on page scans. Since scans are not currently available to screen readers, please contact JSTOR User Support for access. We'll provide a PDF copy for your screen reader.
Fieldwork in Geography and Long-Term Memory Structures
Andrew A. MacKenzie and Richard T. White
American Educational Research Journal
Vol. 19, No. 4 (Winter, 1982), pp. 623-632
Published by: American Educational Research Association
Stable URL: http://www.jstor.org/stable/1162547
Page Count: 10
You can always find the topics here!Topics: Learning, Geography education, Geography, Memory, Achievement tests, Coasts, Academic achievement, Students, Control groups, Field research
Were these topics helpful?See something inaccurate? Let us know!
Select the topics that are inaccurate.
Since scans are not currently available to screen readers, please contact JSTOR User Support for access. We'll provide a PDF copy for your screen reader.
Preview not available
This study was based on the model of memory proposed by Gagné and White (1978). Three treatments were compared in their effects on eighth and ninth graders' learning and retention of geographical facts and skills. In addition to a basic program, the first treatment had an active excursion, the second had a passive excursion, and the third had no excursion. The excursion treatments were slightly better than the control on initial learning. In retention, the active excursion treatment showed marked superiority over the others, which supports the Gagné and White model and Wittrock's (1974) generative model of learning, and which has implications for the management of excursions.
American Educational Research Journal © 1982 American Educational Research Association