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1.
We investigated the online and offline effects of learner and instructional characteristics on conceptual change of a robust misconception in science. Fifty‐nine undergraduate university students with misconceptions about evolution were identified as espousing evaluativist or non‐evaluativist epistemic beliefs in science. Participants were randomly assigned to receive a traditional or refutational text that discussed a misconception in evolution and a general comprehension or elaborative interrogation reading goal. Participants' cognitive and metacognitive processes while reading were measured using a think‐aloud protocol. Postreading, participants' correct and incorrect conceptual knowledge were separately assessed with a transference essay. Results showed that text structure and reading goals affected cognitive conflict, coherence‐building and elaborative processing while reading and promoted correct conceptual knowledge included in essays but failed to affect the inclusion of misconceptions. Further, participants with evaluativist epistemic beliefs engaged in fewer comprehension monitoring processes and were more likely to adapt their coherence‐building processes according to reading goals than their non‐evaluativist counterparts, but epistemic belief groups did not differ in the content of the posttest essay. Theoretical and educational implications of these findings are discussed. 相似文献
2.
Prior beliefs often bias the comprehension of multiple science-related texts such that belief-consistent texts are better comprehended compared to belief-inconsistent texts (text-belief consistency effect). Two experiments were conducted to investigate whether a metacognitive strategy training focusing on belief-biasing validation processes can reduce the text-belief consistency effect in multiple text comprehension. Participants in the control condition received the PQ4R training as a well-situated and effective reading skill training that increases receptive elaborative processing. In Experiment 1 (n = 39) and Experiment 2 (n = 53) participants receiving a metacognitive strategy training achieved a similar level of comprehension of belief-consistent and belief-inconsistent texts, whereas a text-belief consistency effect was found in the PQ4R condition. These results indicate that a training focusing on belief-biasing validation processes prepare readers for the challenges to comprehend belief-relevant multiple texts, whereas strategies that foster receptive processing of information are not sufficient in the context of controversially discussed topics. 相似文献
3.
Using a sample of 282 Norwegian upper secondary students, we examined whether two dimensions of topic‐specific epistemic beliefs, concerning the certainty of knowledge and the justification for knowing, predicted students' understanding of seven texts representing partly conflicting views on climate change. Text comprehension was measured at three different levels. Topic knowledge and topic interest were included in the analyses as control variables. Hierarchical regression analyses showed that students' beliefs about justification for knowledge positively predicted text comprehension at all three levels. That is, students believing that knowledge claims about climate change should be based on rules of inquiry and the evaluation and integration of multiple information sources did better on the three comprehension measures. 相似文献
4.
We extend previous theoretical and empirical work by examining the role that emotions and epistemic judgments play when learning from different refutation plus persuasive and expository plus persuasive texts. We examined how variations in messages designed to change misconceptions and attitudes about genetically modified foods (GMFs) might differentially impact the extent to which individuals engage in epistemic judgments; the emotions individuals experience during learning; and, how epistemic judgments and emotions might facilitate or constrain conceptual and attitudinal change. One hundred twenty-five undergraduate university students were randomly assigned to one of four text conditions: refutation plus positive persuasive text, refutation plus negative persuasive text, expository plus positive persuasive text, or expository plus negative persuasive text. Students were asked to think and emote out loud during learning to capture epistemic judgments and emotions as they occurred in real time. After the learning session, students also self-reported the emotions they experienced during learning. Results revealed that students who were given positive persuasive texts experienced more positive emotions (both intensity and frequency) during learning, whereas those who were given negative persuasive texts experienced more negative emotions (frequency) during learning. Students who were given positive persuasive texts engaged in more epistemic judgments and changed more misconceptions about GMFs compared to students in the other three text conditions. Finally, epistemic judgments were significant positive predictors of conceptual and attitudinal change, and both positive emotions and negative emotions predicted attitudinal change. Implications for theories of conceptual and attitudinal change are discussed. 相似文献
5.
Past studies of narrative text characteristics mainly focused on comprehension and memory of the contents stated explicitly, but not thematic inference. Two experiments were conducted to examine the effects of the characteristics of narrative text on generation of thematic inference. In Experiment 1, a self‐paced reading method demonstrated that an appropriate title facilitated comprehension of the theme of a text. In Experiment 2, the same titles for the texts were used, together with variation in the goal of the protagonist and outcome of the story. Results indicated that generation of thematic inference depended on the interaction between the goal of the protagonist and the final outcome of a text. These findings are consistent with the global coherence assumption of contemporary text‐processing models in which the overarching theme is constructed during reading by integrating the title, the statements about the goal of the protagonist and the final outcome of a text. 相似文献
6.
Gina M. FrancoKrista R. Muis Panayiota KendeouJohn Ranellucci Lavanya SampasivamXihui Wang 《Learning and Instruction》2012,22(1):62-77
The purpose of this study was to investigate the role of epistemic beliefs and knowledge representations in cognitive and metacognitive processing when learning about physics concepts through text. Specifically, we manipulated the representation of physics concepts in texts about Newtonian mechanics and explored how these texts interacted with individuals’ epistemic beliefs to facilitate or constrain learning. Results revealed that when individuals’ epistemic beliefs were consistent with the knowledge representations in their assigned texts, they performed better on various measures of learning (use of processing strategies, text recall, and changes in misconceptions) than when their epistemic beliefs were inconsistent with the knowledge representations. These results have implications for how researchers conceptualize epistemic beliefs and support contemporary views regarding the context sensitivity of individuals’ epistemic beliefs. 相似文献
7.
8.
Rebecca R. Norman 《Reading and writing》2012,25(3):739-774
Research on comprehension of written text and reading processes suggests a greater use of reading processes is associated
with higher scores on comprehension measures of those same texts. Although researchers have suggested that the graphics in
text convey important meaning, little research exists on the relationship between children’s processes prompted by the graphics
in informational text and their overall comprehension of the same texts. In this study, 30 second-graders read 2 informational
texts, were prompted to share their thinking whenever they looked at a graphic, retold each text in their own words, and answered
8 comprehension questions about each text. Correlations between students’ scores on the post-reading comprehension measures
and the reading processes prompted by the graphics suggested that: (1) the number of times any process was prompted by the
graphics was significantly correlated with scores on the retelling measure for one book, but not for the retelling measure
of the other book or for the comprehension question measure for either book; (2) there were no significant correlations between
the number of different processes prompted by the graphics and students’ scores on any comprehension measure; (3) a number
of individual processes were positively correlated with retelling and/or comprehension question scores. 相似文献
9.
In present-day knowledge societies, competent reading involves the integration of information from multiple sources into a coherent, meaningful representation of a topic, issue, or situation. This article reviews research and theory concerning the comprehension of multiple textual resources, focusing especially on linkages recently established between dimensions of epistemic beliefs and multiple-text comprehension. Moreover, a proposed model incorporates epistemic beliefs into a theoretical framework for explaining multiple-text comprehension, specifying how and why different epistemic belief dimensions may be linked to the comprehension and integration of multiple texts. Also discussed is the need for further research concerning mediational mechanisms, causality, and generalizability. 相似文献
10.
Informative narratives are enriched expository texts that provide to-be-learned conceptual information within a storyline with the aim to foster comprehension. However, research casts doubt on such a benefit for comprehension. Additionally, it is an open question how informative narratives impact metacomprehension accuracy. The results of two experiments (N1 = 63 and N2 = 70 university students) showed that informative narratives were less or not at all beneficial to text comprehension compared with expository texts. Moreover, informative narratives often led to more overestimation of comprehension in terms of predictions, postdictions, and response confidence than expository texts. This seemed to be particularly true, as Experiment 2 revealed, for readers with a lower need for cognition because they were more transported into the storyline of informative narratives. The findings suggest that informative narratives prime the activation of a narrative-specific reading goal and, thus, distract readers from learning and accurately monitoring the to-be-learned conceptual information. 相似文献
11.
Fang-Ying Yang Cheng-Chieh Chang Li-Ling Chen Yi-Chun Chen 《International Journal of Science Education》2016,38(10):1591-1606
The main purpose of this study was to explore learners' beliefs about science reading and scientific epistemic beliefs, and how these beliefs were associating with their understanding of science texts. About 400 10th graders were involved in the development and validation of the Beliefs about Science Reading Inventory (BSRI). To find the effects of reader beliefs and epistemic beliefs, a new group of 65 10th grade students whose reader and epistemic beliefs were assessed by the newly developed BSRI and an existing SEB questionnaire were invited to take part in a science reading task. Students' text understanding in terms of concept gain and text interpretations was collected and analyzed. By the correlation analysis, it was found that when students had stronger beliefs about meaning construction based on personal goals and experiences (i.e. transaction beliefs), they produced more thematic and critical interpretations of the content of the test article. The regression analysis suggested that students SEBs could predict concept gain as a result of reading. Moreover, among all beliefs examined in the study, transaction beliefs stood out as the best predictor of overall science-text understanding. 相似文献
12.
Irene-Anna N. Diakidoy Melina C. Ioannou Stelios A. Christodoulou 《Reading and writing》2017,30(9):1869-1890
The study is situated at the interface between reading comprehension and critical thinking research. Its purpose was to examine the influence of reading goals and argument quality on the comprehension and critical evaluation of argumentative texts. Young adult readers read to comprehend or evaluate texts on two different controversial issues. Argument quality was varied across text versions on the basis of the hasty generalization fallacy. Text versions varied with respect to the quality of the arguments included, but not in terms of argument content. Measures of comprehension included main claim recall, overall recall and inferences in recall. Text evaluation was measured with a rating task. The sample’s familiarity with the text topics was low, and prior beliefs were relatively neutral. The results indicated that an evaluation goal had a consistent positive effect on main claim and text recall when compared to comprehension goal. Argument quality, however, had no main or interactive effects on text evaluation. The findings indicate that reading to evaluate argumentative text facilitates the representation of its content and critical argument elements, such as the claim it promotes. However, this representation is not sufficient for analyzing and critically evaluating the text’s argument line. The implications of these findings are discussed in relation to current efforts to promote critical-analytic thinking skills in the context of reading and writing. 相似文献
13.
Previous research has documented the role of readers’ existing topic knowledge in supporting students’ comprehension of text; yet, we know less about how to build students’ knowledge in order to support comprehension and vocabulary learning. In the current study, we test the hypothesis that knowledge can be built and leveraged simultaneously in the interest of students’ literacy development through the use of conceptually coherent text sets. Fourth grade students (N = 59) were randomly assigned to read either a set of six informational texts that cohered around a set of concepts related to the topic birds (CC texts) or a set of texts that addressed a range of topics (NCC group texts). After reading, we assessed students’: (1) knowledge of the concepts in the conceptually coherent text set, (2) knowledge of target concept-related words that appeared in their respective text sets, (3) knowledge of general academic words that appeared in both texts sets, (4) comprehension of a novel text on a related topic, and (5) interest in the topic of the conceptually coherent texts. Results revealed that students who read the conceptually coherent texts demonstrated more knowledge of the concepts in their texts, more knowledge of the target words in their texts, and had better recall of the novel text compared to students who read unrelated texts. Findings suggest that there is potential for knowledge and vocabulary to be built during English language arts through a focus on conceptual coherence in the design of reading experiences for students. 相似文献
14.
Effective instruction for conceptual change should aim to reduce the interference of irrelevant knowledge structures, as well as to improve sense-making of counterintuitive scientific notions. Refutation texts are designed to support such processes, yet evidence for its effect on individual conceptual change of robust, complex misconceptions has not been equivocal. In the present work, we examine whether effects of refutation text reading on conceptual change in biological evolution can be augmented with subsequent peer argumentation activities. Hundred undergraduates read a refutation text followed by either peer argumentation on erroneous worked-out solutions or by standard, individual problem solving. Control group subjects read an expository text followed by individual problem solving. Results showed strong effects for the refutation text. Surprisingly, subsequent peer argumentation did not further improve learning gains after refutation text reading. Dialogue protocols analyses showed that gaining dyads were more likely to be symmetrical and to discuss core conceptual principles. 相似文献
15.
This study raises the question what makes school texts comprehensible by analyzing whether students’ genre expectations about literary or expository texts moderate the impact of different forms of text cohesion on reading comprehension, even when the texts are similar regarding their genre. 754 students (Grade 9) from comprehensive schools read one of four text versions with similar content, but different degrees of local and global text cohesion. The four more or less cohesive texts were introduced as literary texts (part of a story) or as expository texts (newspaper article), although the different genres were only purported and the texts contained both literary and expository passages. Reading comprehension was assessed with multiple-choice-items, semi-open, and open-ended questions. Results demonstrate that global cohesion was profitable for reading comprehension with expository expectations, but not with literary ones. Local text cohesion and both forms of cohesion in combination did not interact with students’ genre expectations and had no main effect on comprehension. When students reading skills and prior knowledge were considered, the interaction was still apparent. Moreover, students with lower levels of reading skills tended to profit especially from texts with global cohesion, whereas the readers with higher reading skills achieved equal means in reading comprehension irrespective of the degree of global text cohesion. The findings are discussed with respect to theoretical aspects of text–reader-interactions, cognitive and emotional components of genre expectations, and the composition and instruction of comprehensible school texts. 相似文献
16.
Stephen B. Kucer 《Literacy》2015,49(3):132-139
This research examines the characteristics of reader understandings that vary from those stated in the text. Eighty‐seven fourth graders orally read complex academic literary and scientific texts, followed by probed retellings. Retold ideas not directly supported by, or reflective of, the texts were identified. These differing understandings served as a foundation for the development of a taxonomy that classified them by type: conflation, conceptual knowledge, text/rhetorical structure, lexical knowledge, cause/effect, extension, association and misremembering. Approximately 60% of the differing understandings across the texts were conflations and extensions. However, particular texts did reflect particular types of differing understandings. In general, differing understandings were found to be reflective of the very active nature of the comprehension process. These meanings serve as a challenge to the current emphasis on close reading and the generation of text‐based meanings because the natural consequence of such activity are differing understandings. 相似文献
17.
The present study employed a think‐aloud method to explore the origin of centrality deficit (i.e., poor recall of central ideas) in individuals with Attention Deficit Hyperactivity Disorder (ADHD). Moreover, utilizing the diverse think‐aloud responses, we examined the overall quality of text processing employed by individuals with ADHD during reading, in order to shed more light on text‐level deficiencies underlying their poor comprehension after reading. To address these goals, adolescents with and without ADHD were asked to state aloud whatever comes to their minds during the reading of two expository texts. After reading, the participants freely recalled text ideas and answered multiple‐choice questions on the texts. Compared to controls, participants with ADHD generated fewer responses that reflect deep, efficient text processing, and reinstated fewer prior text ideas, particularly central ones, during reading. Moreover, the proportions of deep processing responses positively associated with participants’ performance on recall and comprehension tasks. These findings suggest that individuals with ADHD exhibit poor text comprehension and memory, particularly of central ideas, because they construct a low‐quality, less‐connected text representation during reading, and produce fewer, less‐elaborated retrieval cues for subsequent tasks after reading. 相似文献
18.
《The Journal of educational research》2012,105(6):407-423
ABSTRACT Students often hold misconceptions that conflict with scientific explanations. Research has shown that refutation texts are effective for facilitating conceptual change in these cases (Guzzetti, Snyder, Glass, & Gamas, 1993). The process through which refutation texts have their effect is not clear. The authors replicated and extended previous research investigating cognitive processes involved in the refutation text effect. Undergraduates read either a refutation or an expository text on seasonal change. Individual reading times were recorded. Participants’ conceptions were measured at pretest, posttest, and delayed posttest. Results showed that readers spent less time reading the refutation paragraph compared to the expository paragraph. The refutation text group had fewer misconceptions at posttest. These findings suggest that refutation text processing differences mirror similar findings in the attention literature, which may account for their effectiveness. 相似文献
19.
Conflicting claims about important socio-scientific debates are proliferating in contemporary society. It is therefore important to understand the individual characteristics that predict learning from conflicting claims. We explored individuals’ beliefs about the nature of knowledge and knowing (i.e., epistemic beliefs) and their emotions as potentially interrelated sets of learner characteristics that predict learning in such contexts. Undergraduate university students (N = 282) self-reported their topic-specific epistemic beliefs and were given three conflicting texts about climate change to read. Immediately after each of the three texts, participants self-reported the emotions they experienced. Following reading and self-report, participants wrote summaries of the conflicting texts. Text-mining and human coding were applied to summaries to construct two indices of learning from conflicting texts that reflected which source’s information is privileged in memory. Results from structural equation modeling revealed that epistemic beliefs were consistent in their predictions of emotions, which in turn variously predicted different learning outcomes. In particular, a belief that knowledge is justified by inquiry predicted surprise and curiosity, which at times facilitated learning. In contrast, confusion, predicted by passive reliance on external sources, related to impaired memory of conflicting content. Theoretical and methodological implications are discussed for research on the relations between epistemic beliefs, emotions, and learning about controversial topics. 相似文献
20.
This research examines the beneficial effects of student‐generated diagrams versus student‐generated summaries on conceptual understanding in the domain of plate tectonics. Fifty‐eight Grade 5 students read a brief expository text about plate tectonics. During their reading of the text, students were asked to either draw diagrams, produce written summaries, or simply read the text (control). Conceptual understanding was measured by the diagrams and summaries which were generated during students' reading of the text, as well as by a posttest which assessed students' understanding of both spatial/static and causal/dynamic knowledge of the domain. Results indicated that the summaries generated during the reading of the text contained more domain‐related information than the diagrams which were generated during the reading of the text. However, on the posttest measures, the diagram group outperformed both the summary and text only groups in terms of understanding both the spatial/static as well as causal/dynamic aspects of the domain. Results are discussed with regard to the differential effects that generating diagrams as compared to generating summaries or simply reading has on both on‐line comprehension during reading and resulting conceptual understanding of the domain. © 1999 John Wiley & Sons, Inc. J Res Sci Teach 36: 39–53, 1999. 相似文献