| This study investigated the effects of levels of adjunct questions and cognitive strategy training on concept learning. One hundred forty-eight fourth-grade students were assigned to four groups by a systematic block. Students in the factual-strategy group (FS) answered factual questions (e.g., What are the critical attributes of "invention"?) and received strategy training--list critical attributes. Students in the factual-no strategy group (FN) answered factual questions but did not receive training in the use of strategy. Students in the application-strategy group (AS) answered application questions (e.g., Is "In the science contest, teacher Huang found that sunflower oil is the best oil in the world." an example or nonexample of an invention?) and received strategy training. And students in the application-no strategy group (AN) answered application questions but did not receive strategy training. Five concept lessons were taught to each group in five consecutive days.;The Concept Learning Test administered to students after five days of treatment consisted of a recall subtest, an application subtest, and a transfer subtest. Four two-way Analysis of Variance (ANOVAs) were used to identify the two main effects and interaction effects, and t tests were computed to test pair-wise comparisons.;Results revealed that in adjunct questions, no differences were found on the total scores of the Concept Learning Test, and recall, application, and transfer subtests. In strategy training, students who received strategy training out performed those who did not receive such training on the CLT and three subtests. However, it is noteworthy that the combination of factual questions and strategy training produced better results than factual questions on the recall subtest while the combination of application questions and strategy training scored higher than application questions on the application and transfer subtests. |
