JOURNAL ARTICLE SUMMARY

Summary:	Influence Learning With or Without Supervision
Title:	‘Curiosity A Personality Variable Influencing Learning In An Interactive Environment’
Name:	Robin Garland
Date:	04/19/04
Reference:	Marilyn P. Arone & Barbara L. Grabowski 1/93, Reports-Research/Technical (143)-Speeches/Conference Papers (150) Online-educational Resources Information Center (eric) ed 362-148.
Problem:	First and second grade children learn as individuals in a Computer-based interactive learner control environment called, “complete learner controlled lesson,” and discuss the implications for structional designers and educators with two learner control treatments-thus the basis for this article-one without advisement and the other with advisement.
Context:	The initial study was conducted with 84 second grader students from a suburban school district in NY participated in the main study. However two students were dropped due to mal-functions in their computers so the combined total was 82 students in the study. In understanding “Learning Control” means to go too far to the left or to the right in learning. The student’s arrive at a dependence in learning curve on how curious the student is initially. The authors argue that leaner control with advisement encourages movement into the zone of curiosity with just enough variability to make learning exciting and interesting.
Findings:	There was significant difference in achievement scores in favor of high curious children in both learner control conditions. The differences were independent of grade level and treatment. First grade subjects performed significantly better with advisement, while second grade subjects performed significantly better without. The students were allowed to make his/hers own decisions about issues such as content selection, sequencing pace, and remediation. Students who had a low curious level needed a controlled environment. While curious second graders suggested they performed better in a controlled environment. I agree with the authors by way of their findings and explanation that the students were able to: 1. React to new strange, incongruous or mysterious elements in his/her environment. 2. Exhibits a need to desire to know more about himself and his environment. 3. Seek new experiences with curosity. 4. Pursued exploring new stimuli with a need to know. I agree with the authors when trying to specify diversive-learning curiosity is in the nature of the pre-disposed traits in students who ask questions and their own natural curiosity. Students scoring for achievement were presented videos and still images in an aspect for a museum lesson included: 1) paintings 2) sculptures 3) ceramics Students were asked to explain everything they knew about the still images they saw on the computer screen and scored by pencil. Responses were also recorded on a screen to proceed to the next image. Scores ranges from a low 3 to a high 40. The typical response students gave from all subjects interviewed were: “I don’t know.” When asked if it was fun, responses were: “I like to touch the screen and my favorite part was the sculptures.” Because low curious students were not given any advisement such as, “Stop and look,” and “Stop and think,” a low result of .05 level score was achieved; which proves the point that advisement did make a difference.
Recommendations:	I agree with the authors that this study that learning should be in-group settings instead of a single individual in a classroom especially in this age group. The student is able to stop and think and stop and listen when in a group setting with supervision, more than an individual who is with out supervision and learning on his/her own. The reason I chose the article is the similarity in the subject of this article summary as an author. Because I write children’s books and do my own research this article summary has given me helpful information as to the appropriate reading levels in regards to the use of computers and how children retrieve information off the Internet. My website will provide information about the books I have written and what they are about and how to order; thus the acceptance of this article for my summary.