The Effect Semantic Mapping Strategy Training On Reading Comprehension Of Scientific Texts Among Matriculations Students

Author : Nathaniel Jesuwame Hunsu
Publisher :
ISBN 13 :
Total Pages : 110 pages
Book Rating : 4.:/5 (18 download)

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Download or read book Effects of Text Format, Reader Factors and Comprehension Strategies on Science Learning and Conceptual Change written by Nathaniel Jesuwame Hunsu and published by . This book was released on 2016 with total page 110 pages. Available in PDF, EPUB and Kindle. Book excerpt: Although comprehension plays a crucial role in successful learning of scientific concepts from text, extant research has shown that science learning is often inhibited by misconceptions in learners' prior knowledge, their lack of cognitive text processing skills, and the inherent complexities of scientific text. To successfully comprehend scientific text, learners must activate prior knowledge which often may be deficient, and use cognitive processing skills which they often lack. Researchers have suggested that students can be trained to use strategies that enhance text comprehension. Besides, texts can be structured to influence better text processing and comprehension. This dissertation is the report of two studies that examined the relationships between learner and learning variables that enhance our understanding of text-based science learning. Study I examines how restructuring scientific texts influences the cognitive processing skills that learners' use while reading. Study II examines the effect of learners' cognitive and metacognitive learning and study dispositions on comprehension strategies they adopt while reading scientific texts, and on the cognitive outcomes of text comprehension. Participants were freshmen enrolled into an Introductory Biology course. Data collection was based on students' self-report, scores on concept inventories and students' think aloud verbal protocols. The results of these studies showed that altering text structure significantly influenced cognitive processes that enhance text comprehension. The studies also indicate that the comprehension activities that learners engage in while reading was more significantly relevant to reading comprehension than the dispositional learner differences that participants brought to the learning situation. Implications of the findings for theory and the implementation of instructional interventions to enhance text comprehension are discussed.