This volume's goal is to provide readers with up-to-date information on the research and theory of scientific text comprehension. It is widely acknowledged that the comprehension of science and technological artifacts is very difficult for both children and adults. The material is conceptually complex, there is very little background knowledge for most individuals, and the materials are often poorly written. Therefore, it is no surprise that students are turned off from learning science and technology. Given these challenges, it is important to design scientific text in a fashion that fits the cognitive constraints of the learner. The enterprise of textbook design needs to be effectively integrated with research in discourse processing, educational technology, and cognitive science. This book takes a major step in promoting such an integration. This volume: *provides an important integration of research and theory with theoretical, methodological, and educational applications; *includes a number of chapters that cover how science text information affects mental representations and strategies; *introduces important suggestions about how text design and new technologies can be thought of as pedagogical features; and *establishes academic text taxonomies and a consensus of the criteria to organize inferences and other mental mechanisms.General, or ahigher levela questions facilitate deep comprehension, that is, the integration of text elements and the production of inferences (An dre ... Wixson ( 1983) found that textually explicit, textually implicit, or schema-based questions each promoted the corresponding type of inferences in 10th graders ... Suppose that a student is asked to read the passage on atomic models pre sented in Table 17.1.
|Title||:||The Psychology of Science Text Comprehension|
|Author||:||Jose Otero, Jos Lecentsn, Jos‚ A. Le¢n, Arthur C. Graesser|
|Publisher||:||Routledge - 2014-04-04|