Conference
How Do Predictions Change Learning from Science Texts?
| العنوان: | How Do Predictions Change Learning from Science Texts? |
|---|---|
| اللغة: | English |
| المؤلفون: | Guerrero, Tricia A., Griffin, Thomas D., Wiley, Jennifer |
| المصدر: | Grantee Submission. 2020Paper presented at the Annual Meeting of the Society for Text & Discourse (30th, 2020). |
| Peer Reviewed: | Y |
| Page Count: | 13 |
| تاريخ النشر: | 2020 |
| Sponsoring Agency: | Institute of Education Sciences (ED) |
| Contract Number: | R305A160008 |
| نوع الوثيقة: | Speeches/Meeting Papers Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Prediction, Observation, Reading Comprehension, Correlation, Teaching Methods, Social Sciences, Learning Processes, Homework, Psychology, Introductory Courses, Undergraduate Students, Individual Differences, Textbooks, Self Control, Error of Measurement, Attribution Theory, Sampling, Bias, Psychological Patterns, Tests, Inferences, Learning Activities, Scores |
| مستخلص: | The Predict-Observe-Explain (POE) learning cycle improves understanding of the connection between empirical results and theoretical concepts when students engage in hands-on experimentation. This study explored whether training students to use a POE strategy when learning from social science texts that describe theories and experimental results might be more beneficial than an explanation strategy. The study found that students trained to use an explanation strategy displayed better comprehension on a new set of topics. |
| Abstractor: | As Provided |
| IES Funded: | Yes |
| Entry Date: | 2022 |
| URL الوصول: | https://easychair.org/publications/preprint/tDPk |
| رقم الانضمام: | ED616711 |
| قاعدة البيانات: | ERIC |
| الوصف غير متاح. |