A1 Vertaisarvioitu alkuperäisartikkeli tieteellisessä lehdessä
The Role of Regulation and Processing Strategies in Understanding Science Text Among University Students
Tekijät: Vilppu H, Mikkila-Erdmann M, Ahopelto I
Kustantaja: ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
Julkaisuvuosi: 2013
Journal: Scandinavian Journal of Educational Research
Tietokannassa oleva lehden nimi: SCANDINAVIAN JOURNAL OF EDUCATIONAL RESEARCH
Lehden akronyymi: SCAND J EDUC RES
Numero sarjassa: 3
Vuosikerta: 57
Numero: 3
Aloitussivu: 246
Lopetussivu: 262
Sivujen määrä: 17
ISSN: 0031-3831
DOI: https://doi.org/10.1080/00313831.2011.637229
Tiivistelmä
The aim of the study was to investigate the role of regulation and processing strategies in understanding science text. A total of 91 student teachers answered open-ended questions concerning photosynthesis before and after reading either a traditional or a refutational science text. After this, they also answered parts of the Inventory of Learning Styles. Understanding of photosynthesis increased after the text reading among all the students. However, deep and independent learners reached a better understanding than reproductive and support-dependent students. The refutational text seemed to promote understanding more than the traditional text. The study supports the assumption that personal characteristics play a role in learning complex scientific concepts. Further, refutational texts seem to facilitate high quality learning.
The aim of the study was to investigate the role of regulation and processing strategies in understanding science text. A total of 91 student teachers answered open-ended questions concerning photosynthesis before and after reading either a traditional or a refutational science text. After this, they also answered parts of the Inventory of Learning Styles. Understanding of photosynthesis increased after the text reading among all the students. However, deep and independent learners reached a better understanding than reproductive and support-dependent students. The refutational text seemed to promote understanding more than the traditional text. The study supports the assumption that personal characteristics play a role in learning complex scientific concepts. Further, refutational texts seem to facilitate high quality learning.
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